This study investigated the differential performance of subjects across cultures (U.S. and Ireland); grade levels (grades 2, 3, and 4); and three test formats (multiple-choice-cloze, maze, and cloze). Recognition test formats produced higher scores than the cloze format. Cultural influences were also reported. (Author/GDC)

Corrected-for-guessing scores on multiple-choice tests depend upon the ability and willingness of examinees to guess when they have some basis for answering, and to avoid guessing when they have no basis. The present study determined the extent to which college students were able and willing to comply with formula-scoring directions. (Author/CTM)

Two sets of mathematical reasoning and two sets of verbal comprehension items were cast into each of three formats--constructed response, standard multiple-choice, and Coombs multiple-choice--in order to assess whether tests with identical content but different formats measure the same attribute. (Author/CTM)

For the training and placement of professional workers, multiple-choice instruments are the norm for wide-scale measurement and evaluation efforts. These instruments contain fundamental problems. Computer-based management simulations may provide solutions to these problems, appear scoreable and reliable, offer increased validity, and are better…

In the context of pass/fail decisions, using the Bock multi-nominal latent trait model for moderate-length tests does not produce decisions that differ substantially from those based on the raw scores. The Bock decisions appear to relate less strongly to outside criteria than those based on the raw scores. (Author/JAZ)

Among techniques which can be used by foreign language teachers to help learners use multiple-choice tests (after reading a text) to become better readers are: have students attempt to answer questions before reading the text; rearrange the order of the questions; and have students make up multiple choice questions. (CB)

Explores the history of testing, motivations for testing, testing procedures, and the inevitable limitations of testing. Argues that writing program faculty and administrators must clarify and profess their values, decide what they want students to know and what sort of thinkers they should be, and develop tests reflecting those needs. (SR)

This study compares physician performance on the Computer-Aided Simulation of the Clinical Encounter with peer ratings and performance on multiple choice questions and patient management problems. Results indicate that all formats are equally valid, although multiple choice is the most reliable method of assessment per unit of testing time.…

Scores based on the number of correct answers were compared with scores based on dangerous responses to items in the same multiple choice test developed by American Board of Orthopaedic Surgery. Results showed construct validity for both sets of scores. However, both scores were redundant when evaluated by correlation coefficient. (Author/JAZ)

Describes the development and evaluation of interactive computer-based formative tests containing multiple choice questions based on Bloom's taxonomy and their use in a core-level higher education business statistics course prior to graded examinations to determine where students are experiencing difficulties. (MBR)

During 1969 the International Association for the Evaluation of Educational Achievement began a series of cross-cultural studies to investigate the workings of multiple-choice achievement tests and student guessing behaviors. Empirical models to correct for guessing are discussed in terms of test item difficulty, number of response choices,…

Discusses the effectiveness of Kuwait University Language Center Placement Tests in promoting homogeneity of class ability levels. Looks at the appropriateness of multiple-choice tests of grammar, vocabulary, and reading comprehension for placement and diagnostic purposes in large programs. Concludes that carefully designed and written…

Results of a rational, multiple-choice, cloze Spanish achievement test indicate the validity of such a test to measure achievement. It is suggested that with only minor adaptations, such a test could be used as a way to measure macro- and microprogress with specific materials at any point in a course or program where reading may be tested. (SL)

Describes development of a test using slides and corresponding multiple-choice questions for second-year occupational therapy students in child studies course. Reasons for choosing the test format are discussed and an outline of test construction procedures is given. An evaluation of the test indicates problems encountered and benefits gained.…

Defends the use of multiple-choice language tests against Pickering's criticism in a previous issue of this journal. (CHK)