Examined effects of item characteristics on cloze text performance. Focus was on the relationship between cloze item characteristics and scoring methods. Item characteristics examined were: content/function words; parts of speech; word frequency; number of occurrences of a word in text; alternative answers; syntactic variation; amount of content;…

The relationship of an expert-system-scored constrained free-response item type to multiple-choice and free-response items was studied using data for 614 students on the College Board's Advanced Placement Computer Science (APCS) Examination. Implications for testing and the APCS test are discussed. (SLD)

A group of eight educators and one law student discusses the most recent changes in the Scholastic Aptitude Test content and format, which will include a reasoning test and a battery of subject tests. Comments focus on general reactions, specific additions and deletions, test bias, implications for admissions, and coaching. (MSE)

Findings of studies examining the effects of presentation media on item characteristics are reviewed. The effect of medium of presentation independent of adaptive methodology in computer-assisted testing was studied through tests of 763 Marine trainees. Conditions necessary for score equivalence between item presentation media are described. (SLD)

Discusses factors that should be considered when designing multiple-choice diagnostic tests for use with microcomputer systems. Item content and characteristics are described, presentation of feedback and results are examined, database management functions are discussed, and benefits for students with learning problems and physically disabled…

Investigates similarities and differences of science and mathematics teachers' teaching practices related to critical thinking. Compares the two groups of teachers in terms of objectives and assessment techniques, teaching preferences, various activities, and use of cooperative groups. Reports the results for all of 53 items. (YP)

The modified caution index's use in identifying judges whose patterns of item judgment appear aberrant when compared with the pattern produced by the entire group (N=158) of judges was studied. Effects on test standards and passing rates of removing test standards of these judges were also assessed. (TJH)

Swedish Scholastic Aptitude Test results from Spring 1984 through Fall 1986 were analyzed for 14,768 males and 16,574 females with regard to gender differences at the item level. For four of the six subtests, differences were related to item subject content; this was untrue for the two quantitative subtests. (SLD)

Looks at the effect of student-written test questions on student test performance. Students either wrote essay or multiple-choice questions, or did not write questions. Student items were not used on the test. Results indicate that question-writing is an effective studying technique. (Author/LS)

Effects of reviewing items and altering responses on examinee ability estimates, test precision, test information, decision confidence, and pass/fail status were studied for 376 examinees taking 2 certification tests. Test precision is only slightly affected by review, and average information loss can be recovered by addition of one item. (SLD)

Six methods of scoring multiple true-false items were compared in terms of reliabilities, difficulties, and discrimination. Results suggest that, for norm-referenced score interpretations, there is insufficient evidence to support any one of the methods as superior. For criterion-referenced score interpretations, effects of scoring method must be…

The development of the new fifth edition of the Sixteen Personality Factor Questionnaire (16PF) is described. The factor structure of the new 16PF was explored with 4 samples ranging from 646 to 3,498 subjects. Results support the validity of the 16PF factor structure and its continuity with earlier versions. (SLD)

This report documents the development of a scale to measure hearing adults' beliefs about the capabilities of deaf adults. Test items from a list of misconceptions about deaf people were piloted with groups of 38 and 290 undergraduates. Analysis supports scale reliability and validity. (SLD)

Observational studies of student learning from classroom experience in science and social studies in elementary and middle school classrooms were carried out with 14 students. A model is described that explains how students use multilayered episodic and semantic memory for learning experience and related knowledge to answer achievement test items.…

No significant differences in performance on a self-adapted test or anxiety were found for college students (n=218) taking a self-adapted test who selected item difficulty without any prior information, inspected an item before selecting, or answered a typical item and received performance feedback. (SLD)