There is widespread agreement that effective teachers have unique knowledge of students' mathematical ideas and thinking. However, few scholars have focused on conceptualizing this domain, and even fewer have focused on measuring this knowledge. In this article, we describe an effort to conceptualize and develop measures of teachers' combined…

In this study, we analyzed the quality of students' written scientific explanations found in notebooks and explored the link between the quality of the explanations and students' learning. We propose an approach to systematically analyzing and scoring the quality of students' explanations based on three components: claim, evidence to support it,…

Scores on a vocabulary test given at the beginning of two semesters in a large entry-level course predicted performance on multiple-choice exams more strongly than pre-course knowledge and critical thinking. Words on the vocabulary instrument were derived from multiple-choice exam items in the course. Although commonly used in the course, these…

A research study was carried out to measure the effect of a computer animation as part of the assessment of conceptual understanding of second-semester general chemistry students. The major impact of the animation was observed to be in minimizing the difficulty students have in visualizing the particle motions for each distractor.

The hypothesis that cloze measures are a function of content achievement among adult learners and, consequently, should be sensitive to instructional treatments was tested in two experimental studies using college juniors and seniors. (Author/BB)

The study investigated the feasibility of adapting the coefficient k introduced by Cohen (1960) and elaborated by Swaminathan, Hambleton, and Algina (1974) to an internal consistency estimate for criterion referenced tests in single test administrations. The authors proposed the use of k as an internal consistency estimate by logically dividing…

The DIATEST responder system is a control system for fully programed running of diagnostic tests of multiple-choice type. The system makes use of the control unit earlier developed at the Institute of Technology for programed four-screen slide projection and the electronic response analyser (ESAU). Presentation of a question is done audiovisually,…

Two basic tests for checking memory skills are included in these appendices. The first, the General Information Test, uses the same 150 items for each of its two versions. One version is a completion-type test which measures recall by requiring the examinee to supply a specific response. The other version supplements each of the 150 items with…

The prototype of a teacher achievement test for the "Wonderful You" ITV series is presented. The test consists of 20 multiple-choice and yes-no items. (For related documents, see TM 002 621-632, 634-635.) (KM)

Two sets of mathematical reasoning and two sets of verbal comprehension items were cast into each of three formats--constructed response, standard multiple-choice, and Coombs multiple-choice--in order to assess whether tests with indentical content but different formats measure the same attribute, except for possible differences in error variance…

Automated generation and scoring of repeatable tests are a practical necessity in self-paced instruction, where the demand for repetitive testing is great. (Author)

An algorithm for item analysis in which item discrimination indices have been defined for the distractors as well as the correct answer is presented. Also, the concept of convergent and discriminant validity is applied to items instead of tests, and is discussed as an aid to item analysis. (Author/JKS)

The functions and characteristics of a CIBS are described and related to the processes and requirements of the cycle of multiple choice test development. (Author)

Presents 20 items from a 100-item multiple choice instrument developed to evaluate the characteristics of successful principals. Includes answers to the 20 items and cautions that if something is identified as important it may be emphasized too much. (MD)