This quantitative study analyzed data to find a valid and reliable assessment for progress monitoring also having predictive power of a student's future reading performance on a state-mandated standardized reading achievement evaluation. The Response to Intervention (RTI) model was implemented in the language arts classrooms of a rural middle…

To foster medical students' diagnostic knowledge a case-based worked example approach was implemented in the context of a computer-based learning environment. Thirty medical students were randomly assigned to the condition "with erroneous examples", and 31 students learned with correct examples. Diagnostic knowledge was operationalised…

One question about polytomous items (which yield responses that can be scored as ordered categories) concerns how much information such items yield? Using the generalized partial credit item response theory (IRT) model, polytomous items from the 1991 field test of the National Assessment of Educational Progress Reading Assessment were calibrated…

The theory of projective transformation is applied to the Rasch model for representing test performances. (Author/RC)

A critical review of systems of scoring multiple choice tests is presented and the superiority of a system based upon elimination method over one based upon the best answer mode is hypothesized. This is discussed in terms of the capacity of the mode to reveal the relationships among decoy options and the effects of partial information,…

Discusses the pros and cons of different methods of hand scoring exams. Proposes a new technique, a combination of perforated responses and gray contrasting stencil background. (FL)

Developed a multiple-choice version of the Problem Inventory for Adolescent Girls (MC-PIAG) and administered it to groups of delinquent (N=55) and nondelinquent (N=69) subjects. Results indicated that delinquent girls are much less competent in handling interpersonal problems than their nondelinquent peers; and supported the MC-PIAG as an…

The author makes a practical attempt to measure the validity of course speakers contributions, course member changes in attitude and knowledge, and the course method of training as tools of the professor. The main conclusion reached is that evaluation is best justified as an integral part of the training process. (RR)

A formal framework is presented for determining which of the distractors of multiple-choice test items has a small probability of being chosen by a typical examinee. The framework is based on a procedure similar to an indifference zone formulation of a ranking and election problem. (Author/BW)

The answer sheets of 122 nursing students showed that 119 changed at least 1 answer; 93.3% of those who changed answers either gained or did not lose points by changing; changing answers on psychiatric nursing exams made more difference than on medical-surgical tests. However, those who made the smallest number of changes tended to have higher…

In this article, the author describes how she and her eighth-grade class moved away from formalism into a more personal, more connected, more authentic response to literature. She also explains the importance of a transactional approach in teaching literature and creating a democratic classroom. She honors Louise Rosenblatt, who introduced…

This paper reports undergraduate student feedback contrasting conventional "Long-answer" examinations with automated multiple-choice question (MCQ) assessment. Feedback was gathered after students had undertaken formative MCQ assessments as a revision aid. Feedback was generally supportive of MCQ summative tests, with 74% expressing a…

This article discusses the assumptions required by the item response theory (IRT) true-score equating method (with Stocking & Lord, 1983; scaling approach), which is commonly used in the nonequivalent groups with an anchor data-collection design. More precisely, this article investigates the assumptions made at each step by the IRT approach to…

To circumvent the problem of academic dishonesty through the mass administration of multiple-choice exams in college classrooms, a study was conducted from 2003 to 2005, in which multiple versions of the same examination were color coded during testing in a large-enrollment classroom. Instructors reported that this color-coded exam system appeared…