We compared the effects of Lag 0 and Lag 1 schedules of reinforcement on children's responses naming category items in a group context and subsequent responses emitted during individual testing in which the schedule of reinforcement remained Lag 0. Specifically, we measured response variability and novel responses to categories for 3 children who…

Although extensive research exists on the use of curriculum-based measures for progress monitoring, little is known about using computer adaptive tests (CATs) for progress-monitoring purposes. The purpose of this study was to evaluate the impact of the frequency of data collection on individual and group growth estimates using a CAT. Data were…

Cooperative learning techniques have been found to be quite successful in a variety of learning environments. However, in university-level accounting courses, investigations of the efficacy of cooperative learning pedagogical methods have produced mixed results at best. To continue the search for a cooperative learning method that is effective in…

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…

Quiz-based and collaborative teaching strategies have previously been found to be efficient for the improving meaningful learning of physiology during lectures. These approaches have, however, not been investigated during laboratory exercises. In the present study, we compared the impact of solving quizzes individually and in groups with…

The interpretation of retest scores is problematic because they are potentially affected by measurement and predictive bias, which impact construct validity, and because their size differs as a function of various factors. This paper investigates the construct stability of scores on a figural matrices test and models retest effects at the level of…

The purpose of this study was to evaluate the effectiveness of group testing as a pedagogical technique to enhance learning in a difficult subject such as statistics. Individual test scores were compared to their group test scores for the same, identical test. A t test was used to compare the scores for 157 randomly selected MBA students enrolled…

Collaborative testing has been shown to improve performance but not always content retention. In this study, we investigated whether collaborative testing could improve both performance and content retention in a large, introductory biology course. Students were semirandomly divided into two groups based on their performances on exam 1. Each group…

Although pair programming has proved its usefulness in teaching and learning programming skills, it is difficult to assess the individual roles and abilities of students whilst programming in pairs. (Note that within this manuscript, the term assessment refers to evaluating individual student performance.) Assessing only the outcomes of a pair…

"Naturalization Test Redesign Project: Civics Item Selection Analysis" provides an overview of the development of content items for the U.S. history and government (civics) portion of the redesigned naturalization test. This document also reviews the process used to gather and analyze data from multiple studies to determine which civics…

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.…

The 1960 and 1972 revisions of the Stanford Binet, form LM are compared. The normative tables are examined in detail and the adequacy and usefulness of the 1972 revision is evaluated. The author concludes that the 1972 restandardization procedures reveal notable deficiencies which cause it to compare unfavorably with the McCarthy Scales and the…

Prevalence rates of cognitive impairment in persons 75 to 85 years of age have been documented in the range of 10-15%, and exceeding 20% after age 85. A recent study has demonstrated even higher prevalence rates: 18.7% between the ages of 75-84 and 47% in persons over 85 years of age. Screening for dementia in persons 75 years of age and older…

Research to date on adaptive (sequential, branched, individualized, tailored, programmed, response-contingent) ability testing is reviewed and summarized, following a brief review of problems inherent in conventional individual and group approaches to ability measurement. Research reviewed includes empirical, simulation and theoretical studies of…

Compares the performance of learning disabled students on the WISC-R and the Tests of Cognitive Abilities from the Woodcock-Johnson Psycho-Educational Battery. This study finds that learning disabled subjects performed more poorly on the Tests of Cognitive Abilities than on the WISC-R. (Author)