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Hästö, Peter; Palkki, Riikka; Tuomela, Dimitri; Star, Jon R. – European Journal of Science and Mathematics Education, 2019
Flexibility is an important element in learning mathematics. The purpose of this study was to investigate whether flexibility in linear equation solving predicts future academic achievement in mathematics and other subjects. Participants were 149 Finnish high-school students. Results show that flexibility was related to grades in both tracks of…
Descriptors: Mathematics Skills, Mathematics Achievement, Mathematics Tests, High School Students
McKenna, Peter – Interactive Technology and Smart Education, 2019
Purpose: This paper aims to examine whether multiple choice questions (MCQs) can be answered correctly without knowing the answer and whether constructed response questions (CRQs) offer more reliable assessment. Design/methodology/approach: The paper presents a critical review of existing research on MCQs, then reports on an experimental study…
Descriptors: Multiple Choice Tests, Accuracy, Test Wiseness, Objective Tests
Rachmatullah, Arif; Ha, Minsu – International Journal of Science Education, 2019
Accurate, rational, and scientific decision making is now considered to be the most important skill in science education. Many studies have found that overconfidence bias is one of the cognitive biases hindering people from achieving such decision making. Gender and country play crucial roles in overconfidence bias. For instance, some particular…
Descriptors: High School Students, Self Efficacy, Test Wiseness, Science Tests
Holland, Kristopher J.; Sheth, Nandita Baxi – Studies in Art Education: A Journal of Issues and Research in Art Education, 2018
In this article, we investigate the Visual Arts Educative Teacher Performance Assessment (edTPA) while integrating aspects of philosopher Jean-François Lyotard's thought in order to bring to light implicit assumptions made by the test. We expose disconnections between a mission for art education to create teachers as inquirers and the type of…
Descriptors: Visual Arts, Art Education, Performance Based Assessment, Preservice Teachers
Wu, Amery D.; Chen, Michelle Y.; Stone, Jake E. – International Journal of Testing, 2018
This article investigates how test-takers change their strategies to handle increased test difficulty. An adult sample reported their test-taking strategies immediately after completing the tasks in a reading test. Data were analyzed using structural equation modeling specifying a measurement-invariant, ability-moderated, latent transition…
Descriptors: Test Wiseness, Reading Tests, Reading Comprehension, Difficulty Level
McLeod, Carolyn; Boyes, Mike – Canadian Journal of Education, 2021
Educational programs that incorporate social emotional-learning (SEL) strategies, study skills, and mindful breathing using biofeedback can help adolescents decrease worry and social stress, increase test preparedness self-efficacy, and improve academic performance due to lowered levels of test anxiety. The current study examined the efficacy of a…
Descriptors: Program Effectiveness, Social Emotional Learning, Metacognition, Relaxation Training
Quaid, Ethan; Barrett, Alex – Language Education & Assessment, 2021
Research examining test taker fluency in simulated and face-to-face oral proficiency interview performances has primarily focused on quantitative spoken utterance fluency data alone, with further qualitative investigation of test taker processing fluency's effect being neglected. This study compared four test takers' spoken utterance and…
Descriptors: Speech Communication, Oral Language, Language Proficiency, Comparative Analysis
Emam, Abbas – Journal of Prison Education and Reentry, 2019
During the Persian Gulf War of Iraq-Iran (1980-1988), thousands of Iranians were taken captive by Iraqi troops. These prisoners of war (POWs) had to find ways to enrich and fill their time in prison camps. Learning English was one such activity. This study was carried out to appraise the motivations of the Iranian POWs for learning English, and to…
Descriptors: Foreign Countries, War, Institutionalized Persons, Correctional Institutions
Moon, Jung Aa; Keehner, Madeleine; Katz, Irvin R. – Educational Measurement: Issues and Practice, 2019
The current study investigated how item formats and their inherent affordances influence test-takers' cognition under uncertainty. Adult participants solved content-equivalent math items in multiple-selection multiple-choice and four alternative grid formats. The results indicated that participants' affirmative response tendency (i.e., judge the…
Descriptors: Affordances, Test Items, Test Format, Test Wiseness
Brassil, Chad E.; Couch, Brian A. – International Journal of STEM Education, 2019
Background: Within undergraduate science courses, instructors often assess student thinking using closed-ended question formats, such as multiple-choice (MC) and multiple-true-false (MTF), where students provide answers with respect to predetermined response options. While MC and MTF questions both consist of a question stem followed by a series…
Descriptors: Multiple Choice Tests, Objective Tests, Student Evaluation, Thinking Skills
Ray, Amber B. – Intervention in School and Clinic, 2019
An increasing number of students with disabilities now attend college, but many do not complete their college program due to poor grades. This may occur because students with high-incidence disabilities often struggle acquiring the academic skills essential to success in college. Teaching learning strategies to students with high-incidence…
Descriptors: Evidence Based Practice, Learning Strategies, College Preparation, Learning Disabilities
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
Kim, Minkyung; Crossley, Scott A.; Kim, Byeong-Kweon – International Journal of Bilingual Education and Bilingualism, 2022
Being able to read and write in English as a second language (L2) in the globalized world has been increasingly considered important to gain greater personal, academic, and business achievement. This study investigates English (L2) reading and writing abilities in relation to first language (L1) reading and writing abilities, L2 vocabulary…
Descriptors: Native Language, Literacy, Second Language Learning, Second Language Instruction
Nielsen, Tine – Cogent Education, 2020
Academic self-efficacy is mostly construed as specific; task-specific, course-specific or domain-specific. Previous research in the Danish university context has shown that the self-efficacy subscale in the Motivated Strategies for Leaning Questionnaire is not a single scale, but consists of two separate course- and activity-specific scales; the…
Descriptors: Academic Achievement, Self Efficacy, Test Wiseness, Construct Validity
Tremblay, Kathryn A.; Binder, Katherine S.; Ardoin, Scott P.; Talwar, Amani; Tighe, Elizabeth L. – Journal of Research in Reading, 2021
Background: Of the myriad of reading comprehension (RC) assessments used in schools, multiple-choice (MC) questions continue to be one of the most prevalent formats used by educators and researchers. Outcomes from RC assessments dictate many critical factors encountered during a student's academic career, and it is crucial that we gain a deeper…
Descriptors: Grade 3, Elementary School Students, Reading Comprehension, Decoding (Reading)