This study investigated the generality of the negative suggestion effect in objective tests. College students read text passages and took objective tests. Later, they rated statements' validity, including statements from the initial test. Students were more likely to consider objectively false statements true if they had appeared on the earlier…

Confidence Weighting (CW), after Ebel, and Multiple Responding (MR), after Coombs, are compared empirically to determine which improved test reliability more in the case of a course pretest derived from the final examination. It was hypothesized that MR, which purportedly measures partial knowledge, would be more effective than CW, which measures…

Presents evidence from a study of examination answer changes by students and from supporting literature to discredit the idea that first impression answers on objective tests are dependable enough that subsequent changes more often result in lower scores than in higher scores. (JT)

While the practice of students evaluating their instructors has become common in many institutions of higher learning, and properly so, care should be taken that instructors who use both objective and subjective formats in their classroom testing not be disadvantaged as a result of this. (Author)

This brochure offers a plan to help college students study for tests. It explains how to prepare for a test and reviews techniques for taking multiple choice, essay, and other types of examinations. Organization, planning, and time management are essential for becoming a successful student. Regular reviews are the key to reducing test anxiety and…

The psychometric properties of objective tests administered in two testing conditions were compared, using an experimental take-home testing condition and a traditional in-class testing condition. Subjects were 290 college students in a basic educational psychology course who took a test developed and tested the previous semester. Two equivalent…

One of the many criticisms leveled at standardized testing is that the time limits commonly used require a speed component of performance which may act to the disadvantaged of certain culturally defined groups. Recent studies by the authors examined the question of differential time limits and group performance for standardized academic aptitude…