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Neda Kianinezhad; Mohsen Kianinezhad – Language Education & Assessment, 2025
This study presents a comparative analysis of classical reliability measures, including Cronbach's alpha, test-retest, and parallel forms reliability, alongside modern psychometric methods such as the Rasch model and Mokken scaling, to evaluate the reliability of C-tests in language proficiency assessment. Utilizing data from 150 participants…
Descriptors: Psychometrics, Test Reliability, Language Proficiency, Language Tests
Pentecost, Thomas C.; Raker, Jeffery R.; Murphy, Kristen L. – Practical Assessment, Research & Evaluation, 2023
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…
Descriptors: Item Response Theory, Test Items, Test Format, Science Tests
Camenares, Devin – International Journal for the Scholarship of Teaching and Learning, 2022
Balancing assessment of learning outcomes with the expectations of students is a perennial challenge in education. Difficult exams, in which many students perform poorly, exacerbate this problem and can inspire a wide variety of interventions, such as a grading curve. However, addressing poor performance can sometimes distort or inflate grades and…
Descriptors: College Students, Student Evaluation, Tests, Test Items
Mimi Ismail; Ahmed Al - Badri; Said Al - Senaidi – Journal of Education and e-Learning Research, 2025
This study aimed to reveal the differences in individuals' abilities, their standard errors, and the psychometric properties of the test according to the two methods of applying the test (electronic and paper). The descriptive approach was used to achieve the study's objectives. The study sample consisted of 74 male and female students at the…
Descriptors: Achievement Tests, Computer Assisted Testing, Psychometrics, Item Response Theory
Guo, Hongwen; Rios, Joseph A.; Ling, Guangming; Wang, Zhen; Gu, Lin; Yang, Zhitong; Liu, Lydia O. – ETS Research Report Series, 2022
Different variants of the selected-response (SR) item type have been developed for various reasons (i.e., simulating realistic situations, examining critical-thinking and/or problem-solving skills). Generally, the variants of SR item format are more complex than the traditional multiple-choice (MC) items, which may be more challenging to test…
Descriptors: Test Format, Test Wiseness, Test Items, Item Response Theory
Vésteinsdóttir, Vaka; Asgeirsdottir, Ragnhildur Lilja; Reips, Ulf-Dietrich; Thorsdottir, Fanney – International Journal of Social Research Methodology, 2021
The purpose of this study was to evaluate the role of socially desirable responding in an item-pair measure of acquiescence from the Big Five Inventory. If both items in an item-pair have desirable content, the likelihood of agreeing with both items is increased, and consequently, the type of responding that would be taken to indicate…
Descriptors: Social Desirability, Response Style (Tests), Personality Measures, Test Items
Park, Mihwa; Liu, Xiufeng – Research in Science Education, 2021
This study examined assessment item difficulty patterns in two energy aspects, energy source/form/transfer and energy degradation/conservation, across and within science disciplines. The participant students were taking at least one college-level introductory science course. Findings showed a common pattern of item difficulties for the two energy…
Descriptors: Test Items, Difficulty Level, Energy, Science Instruction
Liotino, Marica; Fedeli, Monica; Garone, Anja; Knorn, Steffi; Varagnolo, Damiano; Garone, Emanuele – Commission for International Adult Education, 2021
Formally describing and assessing the difficulty of learning and teaching material is important for quality assurance in university teaching, for aligning teaching and learning activities, and for easing communications among stakeholders such as teachers and students. This paper proposes a novel taxonomy to describe and quantify the difficulty…
Descriptors: Taxonomy, Student Evaluation, Engineering Education, Student Projects
Alayont, Feryal; Karaali, Gizem; Pehlivan, Lerna – PRIMUS, 2023
In calculus courses, instructors often use the end-of-section problems in a textbook in homework assignments or other course assessments. As a result, these problems influence the teaching and learning of calculus. In this study, we examine the levels of cognitive demand of these problems in a mainstream calculus textbook and classify them within…
Descriptors: Textbooks, Textbook Evaluation, Calculus, Mathematics Instruction
Azevedo, Jose Manuel; Oliveira, Ema P.; Beites, Patrícia Damas – International Journal of Information and Learning Technology, 2019
Purpose: The purpose of this paper is to find appropriate forms of analysis of multiple-choice questions (MCQ) to obtain an assessment method, as fair as possible, for the students. The authors intend to ascertain if it is possible to control the quality of the MCQ contained in a bank of questions, implemented in Moodle, presenting some evidence…
Descriptors: Learning Analytics, Multiple Choice Tests, Test Theory, Item Response Theory
Dood, Amber J.; Dood, John C.; Cruz-Ramírez de Arellano, Daniel; Fields, Kimberly B.; Raker, Jeffrey R. – Chemistry Education Research and Practice, 2020
Assessments that aim to evaluate student understanding of chemical reactions and reaction mechanisms should ask students to construct written or oral explanations of mechanistic representations; students can reproduce pictorial mechanism representations with minimal understanding of the meaning of the representations. Grading such assessments is…
Descriptors: Chemistry, Student Evaluation, Regression (Statistics), Logical Thinking
Jia, Bing; He, Dan; Zhu, Zhemin – Problems of Education in the 21st Century, 2020
The quality of multiple-choice questions (MCQs) as well as the student's solve behavior in MCQs are educational concerns. MCQs cover wide educational content and can be immediately and accurately scored. However, many studies have found some flawed items in this exam type, thereby possibly resulting in misleading insights into students'…
Descriptors: Foreign Countries, Multiple Choice Tests, Test Items, Item Response Theory
Höhne, Jan Karem; Schlosser, Stephan; Krebs, Dagmar – Field Methods, 2017
Measuring attitudes and opinions employing agree/disagree (A/D) questions is a common method in social research because it appears to be possible to measure different constructs with identical response scales. However, theoretical considerations suggest that A/D questions require a considerable cognitive processing. Item-specific (IS) questions,…
Descriptors: Online Surveys, Test Format, Test Items, Difficulty Level
Cho, Peter; Norris, Benjamin; Moore-Russo, Deborah – Investigations in Mathematics Learning, 2017
This study focuses on how students in different postsecondary mathematics courses perform on domain and range tasks regarding graphs of functions. Students often seem to focus on notable aspects of a graph and fail to see the graph in its entirety. Many students struggled with piecewise functions, especially those involving horizontal segments.…
Descriptors: Calculus, Mathematics Instruction, Graphs, Mathematical Concepts
Eggen, Per-Odd; Persson, Jonas; Jacobsen, Elisabeth Egholm; Hafskjold, Bjørn – LUMAT: International Journal on Math, Science and Technology Education, 2017
A chemistry concept inventory (Chemical Concept Inventory 3.0/CCI 3.0) has been developed for assessing students learning and identifying the alternative conceptions that students may have in general chemistry. The conceptions in question are assumed to be mainly learned in school and to a less degree in student's daily life. The inventory…
Descriptors: Chemistry, Misconceptions, Scientific Concepts, Science Tests