This study developed an abbreviated form of Barron's (1953) Ego Strength Scale for use in research among college student samples. A version of Barron's scale was administered to 100 undergraduate college students. Using item-total score correlations and internal consistency, the scale was reduced to 18 items (Es18). The Es18 possessed adequate…

A problem faced by many instructors is that of designing exams that accurately assess the abilities of the students. Typically, these exams are prepared several days in advance, and generic question scores are used based on rough approximation of the question difficulty and length. For example, for a recent class taught by the author, there were…

Does correctly answering a test question about a multiterm fact enhance memory for the entire fact? We explored that issue in 4 experiments. Subjects first studied Advanced Placement History or Biology facts. Half of those facts were then restudied, whereas the remainder were tested using "5 W" (i.e., "who, what, when, where",…

This study investigated the effects of two different true-false questions on memory awareness and long-term retention of knowledge. Participants took four subsequent knowledge tests on curriculum learning material that they studied at different retention intervals prior to the start of this study (i.e. prior to the first test). At the first and…

A differential item functioning (DIF) simulation study was conducted to explore the type and level of impact that contamination had on type I error and power rates in DIF analyses when the suspect item favored the same or opposite group as the DIF items in the matching subtest. Type I error and power rates were displayed separately for the…

Describes statistical analyses of tests used for organic chemistry classes and attempts to pose a model to explain the results. Concluded that students who possess a slight grasp of a concept actually have less of a chance of answering an item correctly than those who merely guess. (CW)

The Rasch model for test analysis is a latent-trait model, which specifies the relationship between observable test performance and the unobservable traits or abilities assumed under test performance. In most cases, the test constructor has no clue as to whether the latent traits postulated by the model are indeed the abilities he wants to…