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Download full textHove, Muchativugwa Liberty; Hlatshwayo, Abigail – Journal of Education and Practice, 2015
University education has been massified in South Africa and this has disrupted conventions and practices of assessment. Universities are perceived as promoting complex achievements and complex skills through rigorous curriculum specifications and assessment instruments. Due to experiences in high school and the novelty of university education,…
Descriptors: Foreign Countries, Higher Education, Tests, Test Wiseness
Direct linkChristiansen, Iben Maj; Aungamuthu, Yougan – African Journal of Research in Mathematics, Science and Technology Education, 2013
Learning or performance gains are often measured in improvements of test scores over time. However, learners may also answer questions incorrectly which they appeared to master previously, making claims about overall learning gains problematic. Using data from 1,211 grade 6 learners in the Umgungundlovu district in KwaZulu-Natal, we interrogated…
Descriptors: Mathematics Tests, Multiple Choice Tests, Scores, Elementary School Students
Malda, Maike; van de Vijver, Fons J. R.; Temane, Q. Michael – Intelligence, 2010
In this study, cross-cultural differences in cognitive test scores are hypothesized to depend on a test's cultural complexity (Cultural Complexity Hypothesis: CCH), here conceptualized as its content familiarity, rather than on its cognitive complexity (Spearman's Hypothesis: SH). The content familiarity of tests assessing short-term memory,…
Descriptors: Short Term Memory, Foreign Countries, Cultural Differences, Intelligence Tests
