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Karoline A. Sachse; Sebastian Weirich; Nicole Mahler; Camilla Rjosk – International Journal of Testing, 2024
In order to ensure content validity by covering a broad range of content domains, the testing times of some educational large-scale assessments last up to a total of two hours or more. Performance decline over the course of taking the test has been extensively documented in the literature. It can occur due to increases in the numbers of: (a)…
Descriptors: Test Wiseness, Test Score Decline, Testing Problems, Foreign Countries
Sinharay, Sandip – Educational and Psychological Measurement, 2022
Administrative problems such as computer malfunction and power outage occasionally lead to missing item scores and hence to incomplete data on mastery tests such as the AP and U.S. Medical Licensing examinations. Investigators are often interested in estimating the probabilities of passing of the examinees with incomplete data on mastery tests.…
Descriptors: Mastery Tests, Computer Assisted Testing, Probability, Test Wiseness
Diao, Hongyu; Keller, Lisa – Applied Measurement in Education, 2020
Examinees who attempt the same test multiple times are often referred to as "repeaters." Previous studies suggested that repeaters should be excluded from the total sample before equating because repeater groups are distinguishable from non-repeater groups. In addition, repeaters might memorize anchor items, causing item drift under a…
Descriptors: Licensing Examinations (Professions), College Entrance Examinations, Repetition, Testing Problems
Bramley, Tom; Crisp, Victoria – Assessment in Education: Principles, Policy & Practice, 2019
For many years, question choice has been used in some UK public examinations, with students free to choose which questions they answer from a selection (within certain parameters). There has been little published research on choice of exam questions in recent years in the UK. In this article we distinguish different scenarios in which choice…
Descriptors: Test Items, Test Construction, Difficulty Level, Foreign Countries
Imsa-ard, Pariwat – LEARN Journal: Language Education and Acquisition Research Network, 2020
The Ordinary National Educational Test (O-NET), the national examination in Thailand, plays as a high-stakes test at an upper secondary school level as it can be used as a tool for several purposes in education such as gatekeepers for the university entry and measures for the teaching quality evaluation. English, out of the five core subjects in…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers
Rambiritch, Avasha – Perspectives in Education, 2015
Applied linguists should strive to ensure that the tests they design and use are not only fair and socially acceptable, but also have positive effects--this, in light of the fact that tests can sometimes have far-reaching and often detrimental effects on test-takers. What this paper will attempt to do, is highlight how this concern for responsible…
Descriptors: Accountability, Test Construction, Applied Linguistics, Test Wiseness
Teemant, Annela – Journal of the Scholarship of Teaching and Learning, 2010
ESL students struggle to represent accurately on tests what they know. Understanding what constitutes equitable testing practices in university settings for ESL students poses a significant challenge to educators. This study reports on the content analysis of semi-structured interview data obtained from 13 university-level ESL students on their…
Descriptors: Testing, Interviews, Test Anxiety, English (Second Language)
Xu, Yun; Wu, Zunmin – Assessing Writing, 2012
This paper reports on a qualitative research study into the test-taking strategies employed in completing two picture prompt writing tasks--Situational Writing and Interpretational Writing in the Beijing Matriculation English Test. Think-aloud and retrospective interview protocols were collected from twelve Chinese students representing two key…
Descriptors: Foreign Countries, High School Students, Secondary School Teachers, Test Wiseness
Hornof, Michelle – Reading Teacher, 2008
By viewing standardized reading tests as a unique genre that could be taught, the author designed a two-week genre study for her reading workshop. The article describes how she planned, taught, and reflected on the unit. This genre study resolved some of the dilemmas she faced around preparing students for mandated testing. (Contains 1 table and 2…
Descriptors: Reading Tests, Literary Genres, Elementary School Students, Middle School Students

James, Marianne L. – Business Education Forum, 2003
Reviews common errors in accounting tests that students commit resulting from deficiencies in fundamental prior knowledge, ineffective test taking, and inattention to detail and provides solutions to the problems. (JOW)
Descriptors: Accounting, Teaching Methods, Test Coaching, Test Wiseness
Wilmore, Elaine L. – 1995
American schools face pressure to increase their students' test scores. Research reports have shown American students to be particularly stressed over test taking partially because of other outside interests in their lives that also take up time. This paper offers tips to help students relieve stress arising from the testing situation. Students…
Descriptors: High Schools, Scores, Test Anxiety, Test Wiseness
Rudman, Masha K. – Learning, 1976
A few hints for teaching students the skills needed for taking standardized tests. (MM)
Descriptors: Educational Testing, Elementary Education, Standardized Tests, Test Wiseness

Masters, Geofferey N. – Journal of Educational Measurement, 1988
High item discrimination can indicate a special kind of measurement disturbance via an item that gives high-ability persons a special advantage. The measurement disturbance is described, which occurs when an item is sensitive to individual differences on a second, undesired dimension that is correlated with the variable intended to be measured.…
Descriptors: Academically Gifted, Item Analysis, Test Bias, Test Wiseness

Evans, William – Journal of Experimental Education, 1984
The capacity of examinees to develop cue-using strategies was examined, and the results suggest that students profit from knowledge of a particular test constructor's idiosyncrasies. The findings also lend weight to the argument that performance on test wiseness items is cue-specific. (Author/BW)
Descriptors: Adults, Cues, Test Construction, Test Items

Gaffney, Richard F.; Maguire, Thomas O. – Journal of Educational Measurement, 1971
Descriptors: Elementary School Students, Scores, Test Validity, Test Wiseness