The author uses a brief discussion of the many seemingly successful attempts to find a context for Chomsky's supposedly meaningless sentence Colorless green ideas sleep furiously," as a starting point for a discussion of devising multiple choice vocabulary tests where the correct choice is clear and unambigous. (FB)

Using an index of answer copying developed by Houston, it was found that rearranged questions alone did not reduce answer copying, whereas rearrangement of both questions and answers effectively eliminated detectable cheating. (Author)

Argues that multiple choice tests can be effective only if the items are written in a format suitable for testing the mastery of specific instructional objectives. Proposes the use of nonrestrictive test items and cites examples of such items. (FL)

Describes confidence testing methods (confidence weighting, probabilistic marking, multiple alternative selection) as alternative to computer-based, multiple choice tests and explains potential benefits (increased reliability, improved examinee evaluation of alternatives, extended diagnostic information and remediation prescriptions, happier…

The development of four parallel multiple-choice tests using Guttman's facet design analysis is discussed. A mapping sentence was used to specify a test blueprint. The examinations were found to be parallel when actually used. (Author/GK)

Item-response changing as a function of test anxiety was investigated. Data supported the hypothesis that high test-anxious students make more item-response changes than low test-anxious students. Also, both high- and low-anxious students profit to a similar extent proportionally from answer changing. (Author/GK)

A teacher explains the procedures she uses to prepare her fifth and sixth graders for taking multiple-choice standardized tests. (SJL)

A study of corrective feedback testing, in which scoring is based upon the number of attempts needed to achieve the correct answer, is compared to single attempt testing. (RAO)

Compares methods of scoring multiple-choice tests and discusses right-number scoring, guessing, and omitted items. Test instructions and answer changing are addressed, and attempts to weight test items are reviewed. It is concluded that, since innovations in test scoring are not well-established, the number right method is most appropriate. (RAO)

Presents a latent variable representation for multiple-choice items and option characteristic curves, and proposes a criterion for distractors based on distractor selection ratios. Results allow for testing the criterion from observable data without specifying a parametric form for the characteristic curves. (Author/SLD)

Explains that multiple-choice tests such as the Force Concept Inventory (FCI) provide useful instruments to probe the distribution of student difficulties on a large scale. Introduces a new method, concentration analysis, to measure how students' responses on multiple-choice questions are distributed. (Contains 18 references.) (Author/YDS)