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Coutinho, Mariana V. C.; Papanastasiou, Elena; Agni, Stylianou; Vasko, John M.; Couchman, Justin J. – International Journal of Instruction, 2020
In this study, we examined monitoring accuracy during in class-exams for Emirati, American and Cypriot college students. In experiment 1, 120 students made local, confidence-ratings for each multiple-choice question in a psychology exam and also estimated their performance at the end of the exam. In experiment 2, to investigate the effect of…
Descriptors: Metacognition, Foreign Countries, Cultural Differences, Accuracy
DiBattista, David; Sinnige-Egger, Jo-Anne; Fortuna, Glenda – Journal of Experimental Education, 2014
The authors assessed the effects of using "none of the above" as an option in a 40-item, general-knowledge multiple-choice test administered to undergraduate students. Examinees who selected "none of the above" were given an incentive to write the correct answer to the question posed. Using "none of the above" as the…
Descriptors: Multiple Choice Tests, Testing, Undergraduate Students, Test Items
Babaii, Esmat; Moghaddam, Maryam J. – System: An International Journal of Educational Technology and Applied Linguistics, 2006
Research on C-testing has given us few accounts of the relationship between text characteristics and the nature of processing in the C-test completion. The present investigation set out to contribute to this line of research. The purpose of the study was two-fold: First, it attempted to explore the factors by which the difficulty of the C-test can…
Descriptors: Protocol Analysis, Syntax, Testing, Difficulty Level
Pettijohn, Terry F., II; Sacco, Matthew F. – Journal of Instructional Psychology, 2007
We conducted 2 studies to investigate undergraduate performance, perceptions, and time required in completing sequentially ordered, randomly ordered, or reverse ordered exams in introductory psychology classes. Study 1 compared the outcomes and perceptions of students (N = 66) on 3 non-comprehensive multiple-choice exams which were sequentially,…
Descriptors: Student Attitudes, Program Effectiveness, Psychology, Test Anxiety
Lazarte, Alejandro A. – 1999
Two experiments reproduced in a simulated computerized test-taking situation the effect of two of the main determinants in answering an item in a test: the difficulty of the item and the time available to answer it. A model is proposed for the time to respond or abandon an item and for the probability of abandoning it or answering it correctly. In…
Descriptors: Computer Assisted Testing, Difficulty Level, Higher Education, Probability
Halpin, Glennelle; Halpin, Gerald – 1980
A review of the literature on the influence of testing on learning and retention reveals the need for more comprehensive research findings in this regard. This study was designed to investigate further the direct effects of tests in contrast with no tests on learning and retention in ongoing college-level classes with both the instructor and the…
Descriptors: Academic Achievement, Course Evaluation, Difficulty Level, Higher Education