Describes how chemistry teachers at Ontario universities can obtain the scores of high school classes that have taken the Chemistry Assessment Test, a test designed to determine the chemical knowledge of beginning freshmen chemistry students. (MLH)

The study concerns whether graduate students could improve the accuracy of their self-evaluations of performance in a statistics class over a semester when feedback was provided and whether such accuracy was related to their Miller Analogies Test scores. (Author/KM)

The purpose of the present study was to norm and validate the College-Level Examination Program (CLEP) Introductory Calculus Subject Examination for two University of Illinois calculus courses, Math 120 and Math 135. It was of interest to determine if this examination could be used as a calculus placement and proficiency examination for new…

Describes a study of Norwegian undergraduates which attempted to explain previous research showing that women have a lower expectancy than men before examinations. Reports that little evidence was found to support the assumption that sex differences in expectancy can be understood as an aspect of differences in more general instrumental…

Investigated expected outcome on a test as a determinant of mood among college students. No correlation between mood and expected result was found. However, anticipated emotions, attributions of the expected result to chance and attribution of mood to the exam did correlated with mood. Female students were more affected than males. (Author/BL)

The purpose of this study was to investigate the relationship between the scores students earned on their statistics final examinations and the number of minutes students required to complete the exams. In a previous study, K. Bridges (1985) extended the range of interest in this relationship from a single study to a course-based series, examining…

Consistent with prior research, expected performance on a midterm examination decreased for 48 college students as the test approached in time, as did grade-level goal and perceived adequacy of effort, although indices of goal value and of motivation to achieve the goal remained constant. Changes were generally monotonic across three occasions.…

Author suggests that the examiner experiences the same psychological and physical malaise evoked by anxiety that is felt by the student which may have something to do with today's student-teacher tension. (IR)

Discusses a study to evaluate how test design influences student performance in elementary psychology courses. Findings indicated that the order in which test items appeared on an exam was less significant with regard to student performance than the extent to which test items were well-written and contained some measure of content validity.…

The effect of optional retesting on the achievement of 1,314 college students in an individualized algebra course was studied. A performance improvement was found for about 90% of students who had earned a "B" or lower. Optional retesting appears to affect initial mastery, but not cumulative mastery. (SLD)

Marks made by students on test item booklets were analyzed as a clue to better understanding of the metacognitive strategies employed during the completion of a 100-question multiple-choice final examination. Test item booklets of 56 undergraduates were scrutinized for the frequency of the following item markings; (1) no markings at all; (2)…

Considered the post-16 curriculum and the possibilities for its improvement. (RK)

Investigates the effects of three different item-difficulty sequenced test forms on performance and the anxiety-type by item-difficulty sequence interaction described by Munz and Smouse. Also investigates the assumption of Munz and Smouse that item-difficulty sequences are progressively more arousing or provoking in the order: random,…

Three virtues of standardized achievement tests which have enhanced their usefulness are discussed, and three fallacies, all the result of overenthusiasm, that have encouraged the misuse of test scores are examined.

The test-taker is viewed as a hypothesis-generating organism who can become "testwise." Testwiseness is defined as a stable skill, acquired by test-taking experiences, by which an individual can make test responses conform to a desired response pattern. (Author/MV)