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Xueliang Chen; Vahid Aryadoust; Wenxin Zhang – Language Testing, 2025
The growing diversity among test takers in second or foreign language (L2) assessments makes the importance of fairness front and center. This systematic review aimed to examine how fairness in L2 assessments was evaluated through differential item functioning (DIF) analysis. A total of 83 articles from 27 journals were included in a systematic…
Descriptors: Second Language Learning, Language Tests, Test Items, Item Analysis
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Peter A. Edelsbrunner; Bianca A. Simonsmeier; Michael Schneider – Educational Psychology Review, 2025
Knowledge is an important predictor and outcome of learning and development. Its measurement is challenged by the fact that knowledge can be integrated and homogeneous, or fragmented and heterogeneous, which can change through learning. These characteristics of knowledge are at odds with current standards for test development, demanding a high…
Descriptors: Meta Analysis, Predictor Variables, Learning Processes, Knowledge Level
Emma Walland – Research Matters, 2024
GCSE examinations (taken by students aged 16 years in England) are not intended to be speeded (i.e. to be partly a test of how quickly students can answer questions). However, there has been little research exploring this. The aim of this research was to explore the speededness of past GCSE written examinations, using only the data from scored…
Descriptors: Educational Change, Test Items, Item Analysis, Scoring
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Cutumisu, Maria; Adams, Cathy; Lu, Chang – Journal of Science Education and Technology, 2019
Computational thinking (CT) is regarded as an essential twenty-first century competency and it is already embedded in K-12 curricula across the globe. However, research on assessing CT has lagged, with few assessments being implemented and validated. Moreover, there is a lack of systematic grouping of CT assessments. This scoping review examines…
Descriptors: Computation, Thinking Skills, 21st Century Skills, Elementary Secondary Education
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Lakin, Joni M. – Educational Assessment, 2014
The purpose of test directions is to familiarize examinees with a test so that they respond to items in the manner intended. However, changes in educational measurement as well as the U.S. student population present new challenges to test directions and increase the impact that differential familiarity could have on the validity of test score…
Descriptors: Test Content, Test Construction, Best Practices, Familiarity
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Kolstad, Rosemarie K.; Kolstad, Robert A. – Clearing House, 1982
Argues that multiple choice tests can be effective only if the items are written in a format suitable for testing the mastery of specific instructional objectives. Proposes the use of nonrestrictive test items and cites examples of such items. (FL)
Descriptors: Elementary Secondary Education, Multiple Choice Tests, Test Construction, Test Format
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Haladyna, Thomas M.; Downing, Steven M. – Applied Measurement in Education, 1989
Results of 96 theoretical/empirical studies were reviewed to see if they support a taxonomy of 43 rules for writing multiple-choice test items. The taxonomy is the result of an analysis of 46 textbooks dealing with multiple-choice item writing. For nearly half of the rules, no research was found. (SLD)
Descriptors: Classification, Literature Reviews, Multiple Choice Tests, Test Construction
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Albanese, Mark A. – Educational Measurement: Issues and Practice, 1993
A comprehensive review is given of evidence, with a bearing on the recommendation to avoid use of complex multiple choice (CMC) items. Avoiding Type K items (four primary responses and five secondary choices) seems warranted, but evidence against CMC in general is less clear. (SLD)
Descriptors: Cues, Difficulty Level, Multiple Choice Tests, Responses
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Joughin, Gordon – Assessment & Evaluation in Higher Education, 1998
Analysis of literature on oral assessment in college instruction identified six dimensions: primary content type; interaction between examiner and learner; authenticity of assessment task; structure of assessment task; examiner; and orality (extent to which knowledge is tested orally). These help in understanding the nature of oral assessment and…
Descriptors: College Instruction, Higher Education, Student Evaluation, Test Format
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Kolstad, Rosemarie K.; Kolstad, Robert A. – Clearing House, 1994
Argues that multiple-choice tests can be effective only if the items are written in a format suitable for testing the mastery of specific instructional objectives. Proposes the use of nonrestrictive test items and cites examples of such items. (FL)
Descriptors: Elementary Secondary Education, Multiple Choice Tests, Student Evaluation, Test Construction
Haladyna, Thomas M.; Roid, Gale H. – Educational Technology, 1983
Summarizes item review in the development of criterion-referenced tests, including logical item review, which examines the match between instructional intent and the items; empirical item review, which examines response patterns; traditional item review; and instructional sensitivity of test items. Twenty-eight references are listed. (MBR)
Descriptors: Criterion Referenced Tests, Educational Research, Literature Reviews, Teaching Methods
Ellington, Henry – 1987
The second of three sequels to the booklet "Student Assessment," this booklet begins by describing and giving examples of three different forms that short-answer questions can take: (1) completion items; (2) unique-answer questions; and (3) open short-answer questions. Guidelines are then provided for deciding which type of question to…
Descriptors: Foreign Countries, Higher Education, Instructional Material Evaluation, Questioning Techniques
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Knowles, Susan L.; Welch, Cynthia A. – Educational and Psychological Measurement, 1992
A meta-analysis of the difficulty and discrimination of the "none-of-the-above" (NOTA) test option was conducted with 12 articles (20 effect sizes) for difficulty and 7 studies (11 effect sizes) for discrimination. Findings indicate that using the NOTA option does not result in items of lesser quality. (SLD)
Descriptors: Difficulty Level, Effect Size, Meta Analysis, Multiple Choice Tests
Ellington, Henry – 1987
The first of three sequels to the booklet "Student Assessment," this booklet begins by describing and providing examples of four different forms that objective questions can take: (1) conventional multiple choice questions; (2) true/false questions; (3) assertion/reason items; and (4) matching items. Guidance is offered on how to decide which type…
Descriptors: Foreign Countries, Higher Education, Instructional Material Evaluation, Objective Tests
Ellington, Henry – 1987
The third of three sequels to the booklet "Student Assessment," this booklet begins by describing and giving examples of three forms that essay-type questions can take: (1) unstructured-essay questions; (2) structured-essay questions; and (3) short-notes questions. Guidelines are then provided for deciding which type of question to use in a given…
Descriptors: Essay Tests, Foreign Countries, Higher Education, Instructional Material Evaluation
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