Results of 96 theoretical/empirical studies were reviewed to see if they support a taxonomy of 43 rules for writing multiple-choice test items. The taxonomy is the result of an analysis of 46 textbooks dealing with multiple-choice item writing. For nearly half of the rules, no research was found. (SLD)

Assessed equivalence of paper-and-pencil and computer versions of the Self-Directed Search (SDS) for 62 college students. The results showed a significant positive correlation in SDS scores for the two SDS forms; however, users strongly preferred the computer format. (Author)

Composite reliability and standard errors of measurement were computed for prorated Verbal, Performance, and Full-Scale intelligence quotient (IQ) scores from a seven-subtest short form of the Wechsler Adult Intelligence Scale-Revised. Results with 1,880 adults (standardization sample) indicate that this form is as reliable as the complete test.…

Examines the role of differentiated papers in Mode One Business Studies tests in promoting the goals of the United Kingdom's General Certificate of Secondary Education (GCSE). Explores the matching of candidates to papers, targeting papers, the nature of questions asked, and grading. Concludes that the technique allows students to advance through…

A comprehensive review is given of evidence, with a bearing on the recommendation to avoid use of complex multiple choice (CMC) items. Avoiding Type K items (four primary responses and five secondary choices) seems warranted, but evidence against CMC in general is less clear. (SLD)

Describes interactive computer quizzes on international business developed by the Center for Productive Communication at Texas Christian University's M.J. Neeley School of Business. Explains how to produce quizzes for classroom use. (RS)

A University of Adelaide (Australia) study investigated the effect of administering identical stations to different classes over a 12-year period within the objective structured clinical examination component of a final-year medical school examination. Repeat administrations correlated with improved student performance over time. (Author/MSE)

Describes changes being made in the Scholastic Aptitude Test (SAT) and other standardized tests. Highlights include a history of standardized college entrance testing; the change process of the SAT; descriptions of the new SAT I Reasoning Tests and SAT II Subject Tests; comparisons between the old and the new SAT; and future possibilities. (LRW)

A review of five recent studies concludes that on multiple-choice tests, changing uncertain answers improves results; testing plus feedback produces more learning than additional study time; students learn and retain more when they are tested more often; and question and completion formats are equally acceptable for multiple-choice items. (KS)

Discusses nine factors affecting the relationship between learning and test performance that can be controlled by the teacher: time on task, level of learning, question format, number of questions, inclusion of past work, difficulty level, grouping, use of new items, and difficulty distribution. (SR)

Describes the dual-focus approach to creating bilingual measures. This approach includes indigenous researchers from the culture studied as members of a team to develop a concept-driven, rather than translation-driven, research plan and protocol. Illustrates the approach with examples of creating new measures in Spanish and English. (SLD)

Investigates the joint effects of locus of control and test format on test anxiety with college students (N=86). Examines the relationship between students' attitudes toward test format and test anxiety. Results show no differential effect of locus of control on test anxiety across test format; students were more anxious about essay tests than…

Studied the cross-mode equivalence of paper-and-pencil and computer-based clerical tests with 141 undergraduates. Found no differences across modes for the two types of tests. Differences can be minimized when speeded computerized tests follow the same administration and response procedures as the paper format. (SLD)

Accounting students (n=202) had different preferences for learning discrete facts, quick and easy problems, and new and ambiguous situations. On a multiple-choice test and unstructured task completed by 73 students, preference for quick and easy problems distinguished poor and good performers on the task but not on the test. (SK)

This article describes the 2-5-8 Assessment Plan, an assessment process based on Bloom's taxonomy that allows students to choose test items to complete. Test items are given 2, 5, or 8 points depending on difficulty and students must choose any assignments that total ten points. Grading the assessments is discussed. (Contains one reference.) (CR)