The validity of combining a correction for guessing with the Nedelsky-based cutscore was investigated. A five option multiple choice Mathematics Achievement Test was used in the study. Items were selected to meet several criteria. These included: the capability of measuring mathematics concepts related to performance in introductory statistics;…

The purpose of this study was to determine whether it would be possible to equate rights-scored to formula-scored tests without causing a discontinuity in the meaning of the score scale. Several other subsidiary studies--of the characteristics of the two scoring methods, of nonresponse and guessing, and of reliability and parallelism--were also…

The effects of achievement-oriented and neutral instructions on the humor ratings of both testing and non-testing cartoons were assessed for high- and low test-anxious students. The effects of humor in reducing state anxiety were also evaluated. Fifty-two undergraduate students were selected on the basis of their Test Anxiety Scale scores. Both…

A procedure for predicting categorical outcomes using categorical predictor variables was described by Moonan. This paper describes a related technique which uses prior probabilities, updated by joint likelihoods, as classification criteria. The procedure differs from Moonan's in that the outcome having the greatest posterior probability is…

A review of 33 research studies which examined issues surrounding answer-changing behavior on objective tests indicated that (1) the majority of answer changes are from incorrect to correct, (2) most students who change their answers improve their test scores, and (3) most test-takers change answers. Future research needs are discussed. (RM)

Undergraduates' responses to a teacher evaluation instrument were analyzed for the factors indicated, students' preferred learning style, and teaching style. Teacher evaluations tended to be higher when the teacher's style matched the student's learning style. Research on congruency of styles and student achievement is recommended. (GDC)

Several methodological problems (particularly the assumed bipolarity of scales, instructions regarding use of the midpoint, and concept-scale interaction) which may contribute to a lack of precision in the semantic differential technique were investigated. Results generally supported the use of the semantic differential. (Author/JKS)

Results of multiple-choice tests in educational psychology were examined to discover the effects on students' scores of changing their original answer choices after reconsideration. Eighty-six percent of the students changed one or more answers, and six out of seven students who made changes improved their scores by doing so. (Author/CTM)

Coded, as opposed to free response items, in a multiple choice physiology test had a cueing effect which raised students' scores, especially for lower achievers. Reliability of coded items was also lower. Item format and scoring method had an effect on test results. (GDC)

A Barnum group rated the personal accuracies of a list of personality inventory items and then an equivalent list of bogus feedback. The correlation between their inventory and feedback ratings was highly significant. Variables influencing inventory responding exerted an equal influence upon feedback acceptance. (Author/GDC)

A study compared response strategies and error patterns of 272 college freshmen on chemistry test items in multiple choice and constructed response formats. Analysis of test data indicated no significant difference in solution strategies used or types of errors committed across test formats. However, interviews with 21 participants revealed…

The efficacy of 5 scales of the Minnesota Multiphasic Personality Inventory-2 (MMPI-2) in detecting fake good, fake bad, and honest profiles was investigated for 110 undergraduate students instructed to fake good, fake bad, or respond honestly. An analysis of variance suggests that these validity scales are useful. (SLD)

Traditional tests fall into two categories, both of which have several advantages and disadvantages that need to be considered when determining the type of test to use. Constructed-response tests, such as essay tests, ask students to construct their own responses. Thus, students are required not only to recall but to organize and often apply…

This study determined the effects of two data collection techniques on response rate, response bias, response validity and respondent evaluation. Administration of a computer survey was compared to a machine readable paper survey. Cover letters were sent to 249 college sophomores who were randomly selected and proportionally stratified by intended…

Three experiments were conducted in order to clarify the encoding/retrieval dilemma in older adult students; and the recognition/recall test issue was also explored. First, a mnemonic technique based on the "key word" method of Funk and Tarshis was used; secondly, a semantic processing task was tried; and lastly, a repetition task, based…