Differences between comprehension of inductively presented material and of deductively presented materials as reflected by scores on multiple-choice and cloze tests of comprehension were sought using specifically constructed materials. The Logical Patterns Test was designed with a series of multiple-choice tests in one section and a series of…

Two basic issues are discussed that involve the Carver model of the relationship between test score and knowledge. The first of these concerns different types of tests which have different probabilities of obtaining the correct answer due to guessing. A derivation is shown which places different test types "on-a-par"--meaning that two tests are…

This publication presents an organized collection of biology questions, designed for use in evaluation at the secondary level in Tasmania. Each item has been tried for quality and is accompanied by its difficulty percentage as well as by its content area and the mental processes required to answer it. The content areas include: Diversity,…

The feasibility of using multiple choice questions as a reliable procedure in testing trainees is discussed, and suggestions for test construction are offered. (BP)

Different forms of a vocabulary test were administered to college students. Results indicated that as the frequency of specific determiners increased, they formed increasingly strong but differential guessing response sets in high and low scoring groups; however, the magnitude of the effect was much stronger for position specific determiners.…

Evaluates the practice of providing feedback to students in a college psychology course. Findings indicated that reviewing test items improves subsequent scores on identical items, but not when the items appear in a rewritten format. (Author/DB)

College students were asked to indicate whether they guessed, used memory, or thought processes when answering a multiple choice exam. The results indicate that the perceptions students have of what mental function questions require of them could be vital in developing types of questions to stimulate particular cognitive processes. (JMD)

Compares various item option scoring methods with respect to coefficient alpha and a concurrent validity coefficient. Scoring methods compared were: formula scoring, a priori scoring, empirical scoring with an internal criterion, and two modifications of formula scoring. The empirically determined scoring system is seen as superior. (RC)

The problems and advantages of multiple-choice tests in German at A-level are discussed. (CHK)

Partial knowledge was assessed in a multiple choice vocabulary test. Test reliability and concurrent validity were compared using Rasch-based dichotomous and polychotomous scoring models. Results supported the polychtomous scoring model, and moderately supported J. O'Connor's theory of vocabulary acquisition. (Author/GDC)

Examines the effect of cultural background on the derivation of meaning from conversational implicatures in English. A multiple-choice implicature test administered to 436 nonnative speakers (NNS) and compared to results of 28 native speakers (NS) showed that cultural background is a reliable predictor of NNS ability to interpret implicatures the…

Explains how microcomputer-based test generation systems work and how to select and use such a system. Discusses several available programs, recommending the Harpertest and Micro-Pac systems for ease of use and versatility. Describes the benefits and limitations of microcomputer test generation systems. (GEA)

This paper assessed the relationships among holistic writing ability, the Test of Standard Written English, and four tests of organizational ability. Findings showed a significant correlation between writing ability and the tests. It was concluded that tests assessing organizational strategies ought to be included in assessments of writing…

This paper investigated the apparent failure of subjects to assess accurately their own reading comprehension. The results showed that readers who exhibited an illusion of knowing tended to have shown distortions in their passage summaries, whereas subjects who knew that they had failed to comprehend were more likely to have omitted information…

This article investigates positional response bias, testwiseness, and guessing strategy as components of variance in test responses on multiple-choice tests. University students responded to two content exams, a testwiseness measure, and a guessing strategy measure. The proportion of variance in test scores accounted for by positional response…