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1.
Ronald N. Marso 《Journal of Experimental Education》2013,81(3):54-58
Four groups (N = 116) were maintained in a 4-factor analysis of covariance design to determine if more frequent, graded unit examinations followed by test feedback facilitate achievement and allow students with high-measured test anxiety to perform better on final course examinations. The testing procedures studied consisted of the administration of 168 examination items as either three or six unit exams, grading or not grading the unit exams, and providing or not providing class feedback and discussion following the examinations. Analysis of performance on two posttest measures indicated that the subjects achieved more from frequent, graded unit tests followed by feedback; however, variations of these conditions did not appear to influence the performance of the students with high-measured test anxiety. 相似文献
2.
Christine E. Demars 《Educational Assessment》2013,18(1):23-45
Abstract A series of 8 tests was administered to university students over 4 weeks for program assessment purposes. The stakes of these tests were low for students; they received course points based on test completion, not test performance. Tests were administered in a counterbalanced order across 2 administrations. Response time effort, a measure of the proportion of items on which solution behavior rather than rapid-guessing behavior was used, was higher when a test was administered in the 1st week. Test scores were also higher. Differences between Week 1 and Week 4 test scores decreased when the test was scored with an effort-moderated model that took into account whether the student used solution or rapid-guessing behavior. Differences further decreased when students who used rapid-guessing on 5 or more of the 30 items were filtered from the data set. 相似文献
3.
Kristel M. Gallagher 《College Teaching》2017,65(4):164-171
Students often struggle to recall information on tests, frequently claiming to experience a “retrieval failure” of learned information. Thus, the retrieval of information from memory may be a roadblock to student success. I propose a relatively simple adjustment to the wording of test items to help eliminate this potential barrier. Specifically, I examined whether embedding salient information from class lectures in test items as retrieval cues enhanced student performance on tests. In two studies, including both an upper- and lower-division course, student performance on identical test items with and without retrievals was compared. Student performance varied significantly depending on whether retrieval cues were embedded in the items, and in both courses the difference was at least a half letter grade (study 2) or more (study 1). These results suggest that the selective use of retrieval cues on tests may be an effective strategy for helping students overcome retrieval failure on tests. 相似文献
4.
In order to investigate the effect of two item-writing practices on test characteristics, examinations were chosen for study in two undergraduate courses (N = 71 and 210) . About one-fourth of the items on each examination included a practice generally regarded as undesirable in measurement textbooks and alleged to make test items more difficult. Alternate forms which eliminated the undesirable practice were developed and administered at the same time as the original form. Rewriting item stems so that they formed a complete sentence or question resulted in about 6 percent more students answering items correctly. Eliminating unnecessary material in item stems, however, had little effect on difficulty. KR20 values were not appreciably different for the two versions of either test. Neither flaw was found to affect item discrimination indices noticeably. The absence of any substantial practice-by-achievement level interactions suggested little effect of the practices on the validity of the tests. 相似文献
5.
Andrew J. Notebaert 《Anatomical sciences education》2017,10(1):68-78
Although multiple choice examinations are often used to test anatomical knowledge, these often forgo the use of images in favor of text‐based questions and answers. Because anatomy is reliant on visual resources, examinations using images should be used when appropriate. This study was a retrospective analysis of examination items that were text based compared to the same questions when a reference image was included with the question stem. Item difficulty and discrimination were analyzed for 15 multiple choice items given across two different examinations in two sections of an undergraduate anatomy course. Results showed that there were some differences item difficulty but these were not consistent to either text items or items with reference images. Differences in difficulty were mainly attributable to one group of students performing better overall on the examinations. There were no significant differences for item discrimination for any of the analyzed items. This implies that reference images do not significantly alter the item statistics, however this does not indicate if these images were helpful to the students when answering the questions. Care should be taken by question writers to analyze item statistics when making changes to multiple choice questions, including ones that are included for the perceived benefit of the students. Anat Sci Educ 10: 68–78. © 2016 American Association of Anatomists. 相似文献
6.
This exploratory study was designed to investigate the accuracy of high school students' confidence in their answers on classroom
tests, how that accuracy varied between different types of questions, and whether having to judge their confidence in test
items resulted in an improvement in accuracy over the school year. The study was conducted in a rural high school in a South
Eastern state of the US involving 54 students enrolled in three sections of a human anatomy class. For an entire school year
the teacher asked students to indicate their confidence in a response's correctness when they answered questions on tests
and examinations. Further data included interviews with 25 students and a career goals questionnaire. Having students gauge
the correctness of their responses to test questions on class tests over the school year did not result in quantifiable improvements
in their accuracy. However, students indicated that reflective use of the language of human anatomy and physiology through
reading out loud to themselves, practising writing words and phrases, and verbal questioning and discussion with others helped
them to achieve higher academic outcomes. Modelling or discussing effective study strategies with family members were also
identified as important factors on the ways students prepared for tests. 相似文献
7.
Dawson R. Hancock 《Assessment & Evaluation in Higher Education》2007,32(2):215-227
This study explored the impact of individual versus two‐person group testing on graduate students’ achievement and motivation to learn while enrolled in a 16‐lesson educational research methods course. Students in two sections of the course were exposed to the same content and instructional methods, with one exception: students in one section took three professor‐created, criterion‐referenced examinations (during lessons 6, 11 and 16) individually, whereas students in the other section took the same examinations with a partner with whom they could examine and discuss the test items in order to derive a common answer. At the end of the course, the motivation to learn of all students was assessed. Results revealed that students tested with a partner achieved significantly higher scores on two of the examinations and demonstrated significantly higher levels of motivation to learn than did students taking the examinations alone. Qualitative analysis of the students’ written expressions concerning the course and of their comments from group and individual interviews revealed possible explanations for these outcomes. 相似文献
8.
9.
Larry Weber Robert Frary Lawrence Cross 《Assessment & Evaluation in Higher Education》1995,20(3):301-306
Measurement experts often advise against giving students an option of selecting which items on a test they choose to answer. A review of the related literature revealed that this caveat refers primarily to essay examinations. It was the purpose of this research to investigate the effects of permitting students the prerogative of selecting a proportion of the items on an objective test which they wished to exclude from the calculation of a grade. Findings regarding the effects of this practice on test reliability, test validity and on the students' relative test performance ranks suggest that it may not be as deleterious as we had been led to believe. 相似文献
10.
Setting international benchmarks for education systems of the Organisation for Economic Co-operation and Development (OECD) countries is one of the goals of the OECD's Programme for International Student Assessment (PISA). However, some countries are not able to participate in PISA, despite their desire to set international benchmarks for their education systems. This article presents a method of setting international benchmarks for a country's school education system, without necessarily participating in PISA, by designing a test using the test items released by PISA for public consumption. The method has been implemented in a study that involved 1,500 Grade 10 students across 60 schools in Bhutan. The students were administered a mathematics test constructed from the PISA Mathematical Literacy test items. The study showed that the performance of Bhutanese students was comparable with the performance of the students from the countries that participated in PISA 2003 and that Bhutan could learn from both high- and low-performing school education systems of those countries. 相似文献
11.
《The Journal of educational research》2012,105(6):363-365
AbstractWith the national move toward competency testing, publishers and educators have become increasingly concerned about test validity, item construction, and item readability. While a major effort is usually made by test developers to control the readability level of the test items, there is currently no validated measure of individual item readability.It is commonly assumed that oral reading of test items by the teacher would ameliorate the readability problem for poor readers. Over 4,000 fifth-grade students were involved in this study aimed at determining the effect of teacher oral reading of test items to good and poor readers. The findings suggested that having teachers read test items aloud during the administration of standardized examinations yielded, overall, higher scores than having students read the items for themselves. However, this intervention did not benefit poor readers more than good readers. Both of these groups reflected similar gains under the influence of this intervention. 相似文献
12.
Kyle Potter Lawrence Lewandowski Laura Spenceley 《Assessment & Evaluation in Higher Education》2016,41(7):996-1007
Standardised and other multiple-choice examinations often require the use of an answer sheet with fill-in bubbles (i.e. ‘bubble’ or Scantron sheet). Students with disabilities causing impairments in attention, learning and/or visual-motor skill may have difficulties with multiple-choice examinations that employ such a response style. Such students may request and receive testing accommodations that intend to mitigate these impairments, such as circling responses in a test booklet, which contains both the questions and corresponding multiple-choice answers. The current study evaluated this test accommodation as compared to using a bubble sheet or Scantron on a multiple-choice vocabulary test. College students with (n = 25) and without (n = 76) disabilities completed a vocabulary test under both booklet (accommodated) and bubble sheet (standard) conditions. Results demonstrated that answering in a test booklet, a much preferred response mode, allowed students to attempt significantly more items than using a bubble sheet, improving their overall test scores. Booklet responding tends to improve overall performance, even for students without disabilities, calling into question the specificity and validity of this accommodation. 相似文献
13.
William Buchanan 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(1):69-78
Computing‐related programmes and modules have many problems, especially related to large class sizes, large‐scale plagiarism, module franchising, and an increased requirement from students for increased amounts of hands‐on, practical work. This paper presents a practical computer networks module which uses a mixture of online examinations and a practical skills‐based test to assess student performance. For widespread adoption of practical assessments, there must be a level of checking that the practical assessments are set at a level that examinations are set at. This paper shows that it is possible to set practical tests so that there can be a strong correlation between practical skills‐based tests and examination‐type assessments, but only if the practical assessment are set at a challenging level. This tends to go against the proposition that students who are good academically are not so good in a practice test, and vice versa. The paper shows results which bands students in A, B, C, and FAIL groups based on two online, multiple‐choice tests, and then analyses the average time these students took to complete a practical online test. It shows that there is an increasing average time to complete the test for weaker students. Along with this, the paper shows that female students in the practical test outperform male students by a factor of 25%. 相似文献
14.
Previous research has suggested potential advantages for a new type of item for measuring comprehension in reading and listening. The test items are called “chunked” and consist of groups of meaningfully related words in which certain groups have been changed in meaning from the original passage. A chunked type of test, designed to indicate information stored during reading, was developed and analyzed in two studies. The results of Study 1, indicated that the constructed test items were successful in differentiating between readers and nonreaders of the newly composed reading passages. “Using the results of Study I, test items were revised and two forms of a test were produced, complete with standardized instructions. The major purpose of Study 2 was to evaluate the extent to which the revised and standardization test could discriminate between a group of individuals who took the test in its standard form and another group which was given the same amount of time to work on the test items but was not given the benefit of reading the passages. The major result in Study 2 was that individuals who had not read the passages experienced a 75% decrement in their performance on Form A of the Chunked Reading Test as compared to individuals who had read the passages, and for Form B, nonreaders experienced a 78% decrement. From these re- sults, it was concluded that the Chunked Reading Test is a valid test of information storage during reading in terms of its utility in measuring the differences in information stored between readers and nonreaders of passages, and that it offers many advantages over the traditional standardized reading tests. 相似文献
15.
Glenn Gordon Smith 《Journal of Research in Reading》2012,35(1):1-19
This study compared books with embedded computer games (via pentop computers with microdot paper and audio feedback) with regular books with maps, in terms of fifth graders' comprehension and retention of spatial details from stories. One group read a story in hard copy with embedded computer games, the other group read it in regular book format with a map. Students received no reading directions, or notification of upcoming post‐tests. Dependent measures included a post‐test of spatial questions about the story. Some questions addressed story items in both text and games. Other questions addressed spatial items in the text, but not in games. Participants who read books with embedded games scored significantly higher on all the post‐test questions, including spatial questions not addressed in games. This suggests that game play helped readers to create a mental model of the story setting, used in subsequent reading to visualise spatial propositions. 相似文献
16.
Steven V Horton Randall A Boone Thomas C Lovitt 《British journal of educational technology : journal of the Council for Educational Technology》1990,21(2):118-131
This study investigated the effectiveness of a computer-based study guide using hypertext software to increase textbook comprehension among four learning disabled students enrolled in a remedial high school social studies class. The program provided four levels of instructional cues that matched students to their highest level of independent interaction with a textbook passage, based on item-to-item responses to computer-generated questions. Using alternative forms of a 45-item multiple-choice test, a pre-test/post-test design was arranged, with a retention test given after a 30-day period. Fifteen questions were designated as control items by placing them in the 45-item tests but not in the computer treatment. The computer program consisted of three separate lessons administered across consecutive class sessions, with each followed by a written 15-item multiple choice test containing 10 computer questions and 5 control items. Results indicated a significant gain for pupils on computer items from pre-test to post-test and from pre-test to retention test, while no significant change occurred on control items across measures. A single-case analysis revealed a consistent relationship between gain scores on computer items, reading time on computer, and the number of instructional cues required by students. Two types of non-linear pathways that teacher might consider when constructing study guides are discussed. 相似文献
17.
C. A. W. Glas 《教育心理学》1988,8(4):257-270
Through pilot studies and regular examination procedures, the National Institute for Educational Measurement (CITO) in The Netherlands has gathered experience with different methods of maintaining the standards of examinations. The present paper presents an overview of the psychometric aspects of the various approaches that can be chosen for the maintenance of standards. Generally speaking, the approaches to the problem, can be divided into two classes. In the first approach the examinations are a fixed factor, i.e. the examination is already constructed and cannot be changed, and the link between the standards of both examinations is created by some test equating design. In the second approach the items of both examinations are selected from a pre‐tested pool of items, in such a way that two equivalent examinations are constructed. In both approaches the statistical problems of simultaneously modelling possible differences in the ability level of different groups of examinees and differences in the difficulty of the items are solved within the framework of item response theory. It is shown that applying the Rasch model for dichotomous and polytomous items results in a variety of possible test‐equating designs which adequately deal with the restrictions imposed by the practical conditions related to the fact that the equating involves examinations. Especially the requirement of secrecy of the content of new examinations must be taken into account. Finally it is shown that, given a pool of pre‐tested items, optimisation techniques can be used to construct equivalent examinations. 相似文献
18.
We examine the effects of family structures and processes on student achievement in Hong Kong. Specifically, we show that the negative effects of single parenthood in past studies are not universal. In Hong Kong, 4,405 15-year-old students completed a questionnaire, and tests in reading, mathematics and science. We analysed the data using multilevel models of Rasch test scores and Warm estimated indices of questionnaire items. In all subjects, the scores of children living with single parents did not differ significantly from those of children living with two parents. Moreover, students living with no parents had lower reading and science scores than other students, and this effect was mediated by lower family investment and involvement. 相似文献
19.
20.
A central concern surrounding test-based accountability is that teachers may narrow teaching practices to improve test performance on a curriculum-based specific knowledge test rather than student learning more broadly. Two of the most common teaching practices that “teach to the test” are providing test-specific classwork and increasing the frequency with which students take practice tests. Whether such teaching practices improve student learning—both in terms of learning the content associated with a specific knowledge test as well as more general learning—is a largely unanswered question. To approach this question, this paper uses a student fixed effects approach to analyze the impact of these kinds of narrow teaching practices on student performance on a specific test as well as a general knowledge test. We find that test-specific classwork and practice tests with specific test items tend to have little or negative impacts on curriculum specific or general knowledge test performance, except for male students, and that subject practice tests (without emphasizing test-specific items) have positive effects on student outcomes on both kinds of tests, but larger on the curriculum-specific than on the general test, and much larger on the curriculum-specific test for male students. We discuss the logic for these results and what they tell us about the effectiveness of test-focused teaching practices more generally. 相似文献