A better use of tests as part of the teaching process rather than merely as grade awarding device. (Editor)

Describes a study comparing the test performance of students taking a course in introductory psychology with the quality of notes taken during lectures. Findings showed students failed tests because they did not review and learn the information in their notes. (CK)

Discusses a study of effects of organization on classroom multiple choice examinations by extending existing research on this topic to include all examinations within a course instead of only one or two. A second purpose was to investigate the effect of academic ability on student test performance on random v sequential order of test items.…

Empirical Bayes (EB) methods are frequently used on hierarchical linear models in practice. This paper provides an overview of parametric EB methods with special emphasis on their application in data-analytic settings. Eight different models with different levels of complexity are described. Comparisons of performance with other methods are…

Twenty-eight protocols of the Stanford-Binet Fourth Edition (SB:IV) obtained from graduate students were examined for scoring and clerical errors that contributed to the inaccuracy of test scores. Scoring of individual items was identified as the most error prone process, as evidenced by the fact that 96% of the protocols contained scoring errors.…

Beginning in 1980, all those who took the Graduate Management Admission Test (GMAT) could request a test disclosure package containing a "mini-testbook" of the questions used in scoring the candidate's test, a copy of the candidate's answer sheet, an answer key, conversion tables, and scoring information. The purpose of this study was to…

No difference in test performance was found among students who read class materials prior to or after teacher presentation. (RB)

Data are presented to show that students in PSI courses did better on a final examination than students taking the same examination who were taught in a traditional lecture format, and three criticisms of PSI are responded to. (Author/ND)

A study of all Graduate Record Examination (GRE) scores reported to Hofstra University between September 1963 and February 1968 revealed that 27 persons had repeated the verbal part of the GRE, 27 retook the quantitative part, and 39 retook the advanced test. The interval between test and retest ranged from 2 to 40 months. The GRE scores of…

Exam-skilled, high-anxious college students performed comparably with skilled, low-anxious peers on the Raven Advanced Progressive Matrices, yet significantly worse on the concurrent backward Digit Span test. Conversely, high-anxious, unskilled subjects were exceeded by low-anxious, unskilled peers on both tasks. (Author/BW)

Cooperative testing seems a logical complement to cooperative learning, but it is counter to traditional testing procedures and is viewed by some as an opportunity for cheating and freeloading on the efforts of other test takers. This study examined the practice of cooperative testing in introductory statistics. Findings indicate that students had…

Condensed norms are presented for the most recent American Chemical Society examinations. These are the polymer chemistry form 1978, organic chemistry form 1978, physical chemistry form 1976 I, brief qualitative analysis form 1977B, and brief organic chemistry form 1977B examinations. (BB)

Studied the effect of self-regulatory processes on test preparation and performance through interviews with 62 college students. As expected, high test scorers used more self-regulatory processes to enhance test preparation and performance, and self-regulation positively affected test performance. (SLD)

It has previously been reported that a Pathfinder-based representation of domain knowledge is more predictive of classroom examination performance than the underlying data from which the Pathfinder representation is derived (relatedness ratings of pairs of concepts). Why this should be is analyzed with test results from 141 college students. (SLD)

This study utilized a test, re-test procedure to investigate what effects a change in the order, or sequence, of test items would have on student performance. College juniors (n=102) were given a 50-item multiple-choice and matching item test on the general subject of educational measurement. The items had no particular sequence, but had simply…