This study was designed to increase knowledge of the functioning of item bias techniques in detecting biased items. Previous studies have used computer-generated data or real data with unknown amounts of bias. The present project extends previous studies by using items that are logically generated and subjectively evaluated a priori to be biased…

Two experiments tested the idea that the means by which children acquire efficacy information can produce different levels of task motivation and self-perception of competence. In Experiment 1, children periodically received either ability attributional feedback, effort feedback, ability plus effort feedback, or no attributional feedback. Although…

In the answer-until-correct mode of multiple-choice testing, respondents are directed to continue choosing among the alternatives to each item until they find the correct response. There is no consensus as to how to convert the resulting pattern of responses into a measure because of two conflicting models of item response behavior. The first…

This study compared the conceptual rule learning performance of normal and learning disabled children. Subjects for the study were 18 normal and 18 learning disabled children with mean ages of 9.4 and 9.3 years and mean IQ scores of 103.1 and 101.6 respectively. The children were matched for age, IQ, sex and race. Four types of rules (affirmation,…

Based on the author's PhD dissertation, University of Arkansas.

Modification of mother-child instructional interaction was examined in relation to specific tasks and the age of the child. Thirty-two mothers taught their 6- or 8-year-old children one of two laboratory classification tasks resembling a home or a school activity. The home task involved putting grocery items on shelves in a mock kitchen, and the…

Item banks offer a different approach to test development than that of the more traditional item specification method. This study was designed as an initial comparative investigation in the Area. Fourth grade math and reading tests were developed using both items written from item specifications and items drawn from an existing item bank. Four…

Controlling the rate of oral delivery in the second language classroom has been demonstrated as beneficial to the learner, whose information-processing capacity is an important factor in listening comprehension. Rate of information delivery can be controlled by limiting the actual rate of words per unit of time, or by maintaining content…

A study examined student writing from the point of view of each of three language functions: the expressive function (the evidence of the individual writer), the appeal function (evidence of a particular listener or audience), and the representative function (attention to the topic). While speaking, students have a clear sense of the three…

The Test for Inquiry Social Studies (TISS) is a 40-item multiple-choice instrument designed to measure the application of either inquiry social studies or higher-level cognitive thinking skills in fifth and sixth graders. The test can generally be completed in 40 to 50 minutes. This administrator's guide contains information on the reliability,…

Sixteen item statistics recommended for use in the development of criterion-referenced tests were evaluated. There were two major criteria: (1) practicability in terms of ease of computation and interpretation and (2) meaningfulness in the context of the development process. Most of the statistics were based on a comparison of performance changes…

In three experiments subjects (college and high school students) read passages which described psychological principles and answered either adjunct application or factual questions while reading. Questions were presented either before, after, or both before and after the parts of the passage that answered the questions. Subsequently subjects took…

The three-, two- and one-parameter (Rasch) logistic item characteristic curve models are compared for use in a large multi-section college course. Only the three-parameter model produced clearly unacceptable parameter estimates for 100 item tests with examinee samples ranging from 594 to 1082. The Rasch and two-parameter models were compared for…

The ability of the Rasch model to provide item difficulties and achievement test scores which are invariant is studied. Data for the study were obtained from students in grades 3 through 7 who took the Sequential Tests of Educational Progress (STEP III) Reading and Mathematics Concepts tests during a spring norming study. Each test contained 50…

The Rasch model is described as a latent trait model which meets the five criteria that characterize reasonable and objective measurements of an individual's ability independent of the test items used. The criteria are: (1) calibration of test items must be independent of particular norming groups; (2) measurement of individuals must be…