This article is intended for educators who desire an efficient and automated way to produce many different tests covering the same subject matter. It describes a unique computer program that permits the generation of tests and practice materials by computer. (Author)

Two multiple-choice scoring schemes--a partial credit scheme and a dichotomous approach--were compared analyzing means, variances, and reliabilities on alternate measures and student reactions. Students preferred the partial-credit approach, which is recommended if rewarding for partial knowledge is an important concern. (Editor/JT)

Multiple-choice examination answer copying was indexed by a comparison of the numbers of items answered incorrectly, and in the same way, as adjacent and distant classmates. Significant copying occurred in an experiment where test performance contributed to course grade, but it did not occur when the test did not affect the grade. (Editor/LBH)

Describes the Advanced Placement U.S. history program which allows students to earn college credit by taking a standardized test while still in high school. Reviews procedures for selection of multiple choice questions on this test from 1960-1984. States that multiple choice type questions on this test have changed since 1960, but not…

The Suinn-Lew Asian Self Identity Acculturation Scale (SL-ASIA) is modeled after a successful scale for Hispanics. Initial reliability and validity data are reported for two samples of Asian subjects from two states. (Author/BS)

Responding to Rosalind Levacic's Winter 1987 "Economics" article, McFarlane agrees that changes are necessary in the "A" (advanced) level syllabus. Disagreeing with other assertions, he disputes Levacic's denigration of multiple-choice questions, stating that, when properly constructed, they can test student awareness of…

Use of latent class models to examine strategies that examinees (92 college students) use for a specific task is illustrated, via a multiple-choice test of spatial ability. Under an answer-until-correct scoring procedure, models representing an improvement over simplistic random guessing are proposed. (SLD)

A new type of multiple-choice test was developed and used in the teaching and assessment of knowledge of medical biology at a university in Hungary. The test includes experimental data and requires students to interpret data and to draw conclusions from results. A description of the test, experiences with the test, and one test are included. (RH)

The mnemonic keyword study of Johnson, Adams, and Bruning (1985) on effectiveness of the keyword method for second-language vocabulary acquisition is critiqued. Of particular concern are literature currency vis-a-vis the authors' stated rationale for conducting the study, and methodological issues associated with the study's implementation.…

Interactive effects of item difficulty, test anxiety, and failure feedback are examined in a study using multiple choice verbal aptitude items. Results indicate that ability estimates can be affected by the examinee's improved performance, especially for students given an easy test. (Author/DWH)

A latent class model for handling the items in Birenbaum and Tatsuoka's study is described. A method to derive the optimal scoring rule when multiple choice test items are used is illustrated. Remedial training begins after a determination is made as to which of several erroneous algorithms is being used. (Author/DWH)

Compares multiple choice testing with free response formats in terms of the cognitive operations each type demands. (HOD)

Three types of test were compared: a completion test, a matching test, and a multiple-choice test. The completion test was more reliable than the matching test, and the matching test was more reliable than the multiple-choice test. (Author/BW)

The relation between incorrect option choice and estimated ability level was examined for two widely used aptitude tests, the Scholastic Aptitude Test, and the Graduate Record Examination. Incorrect option choice was found to be related to estimated ability for many items. Implications of these findings are briefly discussed. (Author)

In an experiment with 14-year-old biology students, the presence of pictures enhanced pupils' scoring chances on a criterion-referenced, multiple choice recognition test. However, the pictures had little effect upon pupils' ability to comprehend the topic as measured by a cloze test. (GC)