Unproctored and teacher-proctored exams have been widely used to prevent cheating at many universities worldwide. However, no empirical studies have directly compared their effectiveness in promoting academic integrity in actual exams. To address this significant gap, in four preregistered field studies, we examined the effectiveness of…

This research study explored the systematic thinking modes underlying test anxiety in 706 engineering students through an experiment centred on the cognitive algebra paradigm. The participants had to read 36 experimental scenarios that narrated an imaginary academic assessment situation one by one and then judge the level of anxiety they…

When administering an in-class exam, a common decision that confronts every instructor is whether the exam format should be closed book or open book. The present review synthesizes research examining the effect of administering closed-book or open-book assessments on long-term learning. Although the overall effect of assessment format on learning…

This article compares two methods for detecting local item dependence (LID): residual correlation examination and Rasch testlet modeling (RTM), in a commonly used 3:6 matching format and an extended matching test (EMT) format. The two formats are hypothesized to facilitate different levels of item dependency due to differences in the number of…

Using multiple versions of an assessment has the potential to introduce item environment effects. These types of effects result in version dependent item characteristics (i.e., difficulty and discrimination). Methods to detect such effects and resulting implications are important for all levels of assessment where multiple forms of an assessment…

The purpose of this study was to examine any differences in test scores between three different online versions of the Mental Cutting Test (MCT). The MCT was developed to quantify a rotational and proportion construct of spatial ability and has been used extensively to assess spatial ability. This test was developed in 1938 as a paper-and-pencil…

The ability to form a mental model of a text is an essential component of successful reading comprehension (RC), and purpose for reading can influence mental model construction. Participants were assigned to one of two conditions during an RC test to alter their purpose for reading: concurrent (texts and questions were presented simultaneously)…

In two-stage exams, students complete some academic work individually then immediately complete the same work again in small groups. Prior research shows that students perceive the dialogue they engage in at the group stage aids their individual learning. Outcome studies also suggest that engaging in dialogue benefits individual student learning.…

The article deals with the results of mathematics examinations at the University of Finance and Administration in Prague before, during, and immediately after the COVID-19 pandemic-related restrictions. The first objective is to evaluate whether the non-standard forms of testing (correspondence and online), used on an emergency basis during the…

The present study explored the comparability in performance scores between the computer-delivered and face-to-face modes for the two speaking tests in the Vietnamese Standardized Test of English Proficiency (VSTEP) (the VSTEP.2 and VSTEP.3-5 Speaking tests) according to Vietnam's Six-Level Foreign Language Proficiency Framework (VNFLPF) and test…

The present study is related to the problem associated with student assessment with online examinations at higher educational institutes (HEIs). With the current COVID-19 outbreak, the majority of educational institutes are conducting online examinations to assess their students, where there would always be a chance that the students go for…

The aim of this study is to examine whether a preference for specific assessment methods in higher education is associated with personality and character strengths. Two-hundred and seventy Portuguese students completed a survey of character strengths, a Big Five personality test and their preference for each of six higher education assessment…

Making metamemory judgments reactively changes item memory itself. Here we report the first investigation of reactive influences of making judgments of learning (JOLs) on interitem relational memory--specifically, temporal (serial) order memory. Experiment 1 found that making JOLs impaired order reconstruction. Experiment 2 observed minimal…

Purpose: Large language models such as ChatGPT are a challenge to academic principles, calling into question well-established practices, teaching and exam formats. This study aims to explore the adaptation process regarding text-generative artificial intelligence (AI) of students and teachers in higher education and to identify needs for change.…

Student evaluations of teaching are widely used to assess instructors and courses. Using a model-based approach and Bayesian methods, we examine how the direction of the scale, labels on scales, and the number of options affect the ratings. We conduct a within-participants experiment in which respondents evaluate instructors and lectures using…