Analysis of the validity of multiple choice tests in advanced-level English. (RS)

The development, initial standardization, and substantive data of the University Residence Environment Scales (URES) are presented. (Authors)

These results indicate that in deciding on the data-gathering design to be used in seeking norm information, attention should be given to item characteristics and test length with particular attention paid to the range of biserial correlations between item response and ability. (Author)

Study examined the hypothesis that individual differences are unrelated to types of imaging, and the interrelation of imagery modalities as measured by different assessment devices. (Authors/MB)

This study offers one bit of evidence that quizzes written to require reasoning are more effective in attaining thinking" objectives than are recall quizzes. (Author)

Study investigated whether the proportion of examinees who answer an item correctly may be influenced by the difficulty of the immediately preceding item. (Authors/MB)

Test format can influence test performance as well as the nature and extent of general classroom achievement. (Authors)

Describes validation procedures used with an individually administered test involving a branching program format to assess students level of cognitive achievement in biology. Reports results of comparisons of classes of teachers with BSCS or non-BSCS backgrounds. (AL)