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Effect of Varying Item Order on Multiple-Choice Test Scores: Importance of Statistical and Cognitive Difficulty.
Peer reviewed Peer reviewed
Newman, Dianna L.; And Others – Applied Measurement in Education, 1988
The effect of using statistical and cognitive item difficulty to determine item order on multiple-choice tests was examined, using 120 undergraduate students. Students performed better when items were ordered by increasing cognitive difficulty rather than decreasing difficulty. The statistical ordering of difficulty had little effect on…
Descriptors: Cognitive Tests, Difficulty Level, Higher Education, Multiple Choice Tests
Training Test-Wiseness and Flawed Item Types.
Peer reviewed Peer reviewed
Roznowski, Mary; Bassett, James – Applied Measurement in Education, 1992
Current coaching practices used in training test wiseness for analogy items on standardized test batteries were investigated in a 3-group design involving about 100 undergraduates in each condition. The largest improvement came in items in the middle range of difficulty, but overall effects of coaching were important. (SLD)
Descriptors: Difficulty Level, Higher Education, Standardized Tests, Teaching Methods
Examinee Judgments of Changes in Item Difficulty: Implications for Item Review in Computerized Adaptive Testing.
Peer reviewed Peer reviewed
Wise, Steven L.; Finney, Sara J.; Enders, Craig K.; Freeman, Sharon A.; Severance, Donald D. – Applied Measurement in Education, 1999
Examined whether providing item review on a computerized adaptive test could be used by examinees to inflate their scores. Two studies involving 139 undergraduates suggest that examinees are not highly proficient at discriminating item difficulty. A simulation study showed the usefulness of a strategy identified by G. Kingsbury (1996) as a way to…
Descriptors: Adaptive Testing, Computer Assisted Testing, Difficulty Level, Higher Education