Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 1 |
Since 2016 (last 10 years) | 2 |
Since 2006 (last 20 years) | 3 |
Descriptor
Foreign Countries | 3 |
Test Format | 3 |
Testing | 3 |
College Students | 2 |
Academic Support Services | 1 |
Attention | 1 |
Barriers | 1 |
Coping | 1 |
Cultural Differences | 1 |
Difficulty Level | 1 |
English (Second Language) | 1 |
More ▼ |
Author
Aryadoust, Vahid | 1 |
Baghaei, Purya | 1 |
Chew, Siew-Jong | 1 |
Dai, Qiao | 1 |
Shanks, David R. | 1 |
Sun, Bukuan | 1 |
Yang, Chunliang | 1 |
Publication Type
Journal Articles | 3 |
Reports - Research | 3 |
Education Level
Higher Education | 3 |
Postsecondary Education | 3 |
Audience
Location
China | 3 |
Iran | 1 |
Malaysia | 1 |
Philippines | 1 |
Singapore | 1 |
United Kingdom | 1 |
United Kingdom (London) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
International English… | 1 |
What Works Clearinghouse Rating
Dai, Qiao – Citizenship, Social and Economics Education, 2023
While there is growing research identifying the academic and nonacademic challenges to the wellbeing of Chinese international students, there is little discussion about the differences in and challenges of the assessment they experience. This gap appears to come from a tacit assumption that assessment is universal worldwide, or that students will…
Descriptors: Foreign Countries, Foreign Students, Well Being, Student Experience
Yang, Chunliang; Chew, Siew-Jong; Sun, Bukuan; Shanks, David R. – Journal of Educational Psychology, 2019
Interim testing of studied information, compared with restudying or no treatment, facilitates subsequent learning and retention of new information--"the forward testing effect." Previous research exploring this effect has shown that interim testing of studied information from a given domain enhances subsequent learning and retention of…
Descriptors: Testing, Transfer of Training, Retention (Psychology), Prior Learning
Baghaei, Purya; Aryadoust, Vahid – International Journal of Testing, 2015
Research shows that test method can exert a significant impact on test takers' performance and thereby contaminate test scores. We argue that common test method can exert the same effect as common stimuli and violate the conditional independence assumption of item response theory models because, in general, subsets of items which have a shared…
Descriptors: Test Format, Item Response Theory, Models, Test Items