Collaborative testing is recognised as an effective assessment approach linked to positive student outcomes including enhanced test performance and reduced assessment anxiety. While collaborative testing approaches appear beneficial to university students in general, it is unclear whether students from different year levels benefit to the same…

Two-phase testing assesses individual performance (phase 1) and then allows collaborative learning within small groups (phase 2). While groups typically outperform individuals, less is known about the social decision schemes that influence member collaboration. In a classroom setting, we compared individual and group performance on a standard test…

The study analyzes students' performance scores in formative assessments depicting the individual and group settings. A case study design was adopted using quantitative approach to extract data of 198 undergraduate students. Data were analyzed quantitatively using descriptive statistics--means and frequencies; spearman correlations, multiple…

In two experiments, 90 undergraduates took six tests as part of an educational psychology course. Using a crossover design, students took three tests individually without feedback and then took the same test again, following the process of team-based testing (TBT), in teams in which the members reached consensus for each question and answered…

This study examined the effects of cooperative testing versus traditional or individual testing and the impacts on academic achievement, motivation toward science, and study time for 9th grade biology students. Research questions centered on weekly quizzes given in a flipped classroom format for a period of 13 weeks. The study used a mixed methods…

This long-term, prospective study evaluated repeatedly school readiness and adjustment at kindergarten and first grade of children with extreme intrauterine growth restriction (IUGR; n = 20) in relation to controls (n = 19). Methods included individual testing of cognitive competence, self-perception, motivation, loneliness and academic…

Alternatives to a solitary testing format can involve students working in teams to arrive at the correct answer. We compared two group assessment methods, cooperative and competitive, to a solitary testing approach. In most comparisons examining the undergraduate respondents' (N = 77) performance, the two group-testing methods were equivalent.…

Results of the present study appear to suggest that the PIAT and WRAT may be used interchangeably to assess the achievement levels of learning disabled children. (Author)

Describes the work being done at UCLA's Center for the Study of Evaluation (CSE) to help teachers clarify and specify their learning goals and to evaluate their instruction in relation to these goals. (DE)

Examines relationships between two measures of general ability (Wechsler Intelligence Scale for Children-Revised and Educational Ability Series) and three measures of academic achievement (teacher grades, Wide Range Achievement Test, and Science Research Associates Achievement Series) in 160 elementary school children. Indicated comparability of…

This procedure for measuring the learning of fifth- and sixth-grade students stressed each child's progress in relation to self as well as to position in the class. (MM)

The Kaufman-Assessment Battery for Children (K-ABC), a new individually administered intelligence and achievement instrument, includes several subtests on which the examiner may teach the task to the subject. The purpose of this study was to determine if teaching or training could influence the test outcome and thus, lower the reliability of the…

The impact of computerized adaptive test (CAT) administration formats on student performance was studied with 645 medical technology students who also took a paper-and-pencil test. Analysis of covariance indicates no significant interactions among test administration formats and provides evidence for adjusting CAT test to more familiar modalities.…

Coventional true score approaches to criterion-referenced tests are not applicable when tests are used for classification. Criterion-referenced testing is now used frequently for educational decision making. The assumption is made that these instruments are to be considered as tests designed to classify into "mastery" and "non-mastery" groups,…

The Matrices and Order of Appearance subtests of a Piagetian test battery were administered to a sample of second-grade children on two occasions under two test conditions: standardized testing and a dialogue between child and examiner. Differences for test condition and time of testing were found. (JKS)