In "Test-Specific Thinking," the authors provide recommended practices, methods, and means for educators to implement structural schemas into teaching, helping students better prepare for tests and formulate stronger responses to certain question frames. Armed with a better understanding of how tests are designed, teachers will increase…

Item position effect (IPE) refers to situations where an item performs differently when it is administered in different positions on a test. The majority of previous research studies have focused on investigating IPE under linear testing. There is a lack of IPE research under adaptive testing. In addition, the existence of IPE might violate Item…

Multiple choice questions (MCQs) are a common way to assess reading comprehension. Every MCQ needs a set of distractor answers that are incorrect, but plausible enough to test student knowledge. However, good distractors are hard to create. Distractor generation (DG) models have been proposed, and their performance is typically evaluated using…

When learning with self-testing alone, will a learner make inferences between the tested items? This study examines whether self-testing's benefits extend beyond isolated facts to support broader connections between the facts. Comparing self-testing to self-explanation (a strategy known to facilitate inferential learning), we find that while…

This study introduces a new chi-square test statistic for testing the equality of response frequencies among distracters in multiple-choice tests. The formula uses the information from the number of correct answers and wrong answers, which becomes the basis of calculating the expected values of response frequencies per distracter. The method was…

Test-takers, policymakers, teachers, and institutions are increasingly demanding that testing programs provide more detailed feedback regarding test performance. As a result, there has been a growing interest in the reporting of subscores that potentially provide such detailed feedback. Haberman developed a method based on classical test theory…

The Lognormal Response Time (LNRT) model measures the speed of test-takers relative to the normative time demands of items on a test. The resulting speed parameters and model residuals are often analyzed for evidence of anomalous test-taking behavior associated with fast and poorly fitting response time patterns. Extending this model, we…

Some college students may be disengaged when completing assessments for institutional accountability and improvement. If disengagement is not identified and the resulting data are removed, the validity of score interpretations suffers. Using data gathered from students who completed non-consequential assessments for institutional accountability,…

Online misinformation is a pervasive global problem. In response, psychologists have recently explored the theory of psychological inoculation: If people are preemptively exposed to a weakened version of a misinformation technique, they can build up cognitive resistance. This study addresses two unanswered methodological questions about a widely…

In this study, it was aimed to examine the effect of missing data in different patterns and sizes on test equating methods under the NEAT design for different factors. For this purpose, as part of this study, factors such as sample size, average difficulty level difference between the test forms, difference between the ability distribution,…

We tested the impacts of Hofstede's cultural factors and mode of administration on item nonresponse (INR) for political questions in the European Values Study (EVS). We worked with the integrated European Values Study dataset, using descriptive analysis and multilevel binary logistic regression models. We concluded that (1) modes of administration…

In line with the journal volume's theme, this essay considers lessons from the past and visions for the future of test validity. In the first part of the essay, a description of historical trends in test validity since the early 1900s leads to the natural question of whether the discipline has progressed in its definition and description of test…

This ethnographic case study, situated in Newfoundland and Labrador, Canada, examined the effects of full-scale provincial testing on families, its influences on homework, and familial accountability for teaching and learning. Data were drawn from family interviews, as well as letters and documents regarding homework. Teachers sensed a significant…

This article is concerned with the statistical detection of copying on multiple-choice exams. As an alternative to existing permutation- and model-based copy-detection approaches, a simple randomization p-value (RP) test is proposed. The RP test, which is based on an intuitive match-score statistic, makes no assumptions about the distribution of…

The "Statistics Teaching Inventory" (STI) was designed to assess the teaching practices of U.S.-based, college-level introductory statistics instructors in a variety of institutions and departments. This instrument has now been updated to reflect current trends and recommendations in statistics education. In this study, we used the STI…