This paper describes findings from two studies involving optional use of calculators on Scholastic Aptitude Test (SAT) mathematical items. The first study looked at the effects of calculator use on estimates of item difficulty. The second study looked at the effect of calculator use on equating results from an anchor test design. Study 1,…

The purpose of this study was to construct regression models that can identify sources of desired or undesired influences on student ratings. The approach uses course effectiveness findings developed with regression models to identify a possible solution to the two problems in using student ratings as a major component of course effectiveness: (1)…

A summary of some recent research on student evaluation of teaching is presented. Comment is made on the impact of the open admissions policy at City University of New York. The author theorizes that the more formal the use of student evaluations, the more rapidly will average grades drift upward and average level at which courses are taught drift…

Study investigated the effects of task difficulty on the paired-associate learning of retardates when extended elaboration conditions are employed. (Authors)

Presents a critical assessment of reading research quality through the discussion of background factors which have had major impact, and lists problems currently emphasized or neglected in research. Includes a pro-reaction and a con-reaction paper. Bibliography. (WB)

Three experimental tasks were devised to assess the nature of memory processing limitations in fourth-graders' oral reading comprehension. (Author/MP)

Interviews were conducted and tests were administered to determine if students found chemistry or physics easier. Reasons for their choices (including the fact that physics was perceived as relating to the life/world domain) and type knowledge used by the students are discussed. (JN)

With college graduate students in actual classroom settings, the effects of taking a recall test, a recognition test, or no test on retention four weeks later were studied. Results indicated that simply taking an exam had no significant effect on retention. (Author/GK)

The differences between teaching and nonteaching hospitals in complexity and variety of cases seen are described. The results show that teaching hospitals could be expected to cost somewhat more per patient even if case mix were the only factor. (Author/MLW)

The Rasch model was used to equate reading comprehension tests of widely different difficulty for three groups of fifth grade students of widely different ability. Under these extreme circumstances, the Rasch model equating was unsatisfactory. (Author/CTM)