The quiz and knowledge of results on the quiz have generally been found to be effective in enhancing classroom learning. The purpose of this study was to evaluate the effect of quizzing on achievement, with or without feedback. In three experimental sections quizzes were given immediately after the lesson; in three other sections quizzes were…

The results of a questionnaire survey of college freshmen about specific exam-taking procedures are reported. The questions were designed to assess recommendations made in the student handbook, Examination Skills and Techniques. Administered were 36 questions comprising nine-item scales, to one of four representative samples of approximately 1,000…

Complexities of test fairness are described in nontechnical language, and their implications for the selection procedures practiced in our society are discussed. Four clearly distinguishable models of fair selection are presented: the Cleary, or traditional, model; the Cole model; the Thorndike model; and the Darlington model. A distinction is…

Five hypotheses are tested concerning the attitude changes occurring in subjects informed of research findings that conflict with their pre-experimental attitudes. Results are discussed. (CK)

When performing large scale evaluations (e.g., on a state-wide or national level) it may not be possible to administer all items in the item universe to all respondents in the subject population. One method which has been proposed to sample both items and respondents is multiple matrix sampling (MMS) in which a sample of the items is administered…

The importance of the assumption of normality for testing that a bivariate normal correlation equals zero is examined. Both empirical and theoretical evidence suggest that such tests are robust with respect to violation of the normality assumption. (Author/JKS)

Caution is advised in utilizing the univariate F test as the initial screening device for hypothesis testing in the analysis of repeated measures data. (JMB)

Problems associated with ranking a large number of objects are discussed. It is recommended that only a subset of the most preferred objects be ranked by each judge. A test statistic for testing the hypothesis of no difference in preference among the objects is developed for the recommended procedure. (Author/JKS)

Formula scoring is designed to reduce multiple-choice test score irregularities due to guessing. It is inappropriate for most classroom testing, but may be desirable for speeded tests and difficult tests with low passing scores. An annotated bibliography and a Self-Test are provided. (SLD)

An approach for modifying the results of asymptotic theory to improve the performance of statistical procedures in small to moderate sample sizes is described in the context of hypothesis testing. The method is illustrated by a series of examples. (Author)

The Bender Gestalt Test was administered to 25 children (7-10 years old) referred for neuropsychological assessment and scored using the Koppitz system and the Watkins system. Although the scores obtained using the two different sets of criteria were highly correlated, the Watkins rules produced generally better performance. (Author/CL)

Testing handicapped students for admissions purposes raises several critical issues related to the accessibility of the admissions testing process, the content of admission tests, their predictive validity, and the preadmission identification of disabled students. (Author/CL)

Briefly discusses problems resulting from increased emphasis on test scores as measures of schools' effectiveness. (RH)

Test results of 80 gifted four-six year olds confirmed the accuracy of parent recommendation, the high ability and achievement levels of the children, and their variability within achievement. Program adaptations included more mathematics teaching, individualized instruction, parent meetings, and allowance for inadequate handwriting skills and…

The article raises questions about assessment of special needs students who are ready to leave school, notes the main stages of assessment (pre-entry, during the course, and end-of-course assessment), and stresses the need for further staff development. (CL)