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Delaware State Dept. of Public Instruction, Dover. – 1999
The purpose of this writing sampler is to familiarize Delaware teachers and students with the major writing portion of the Delaware Student Testing Program. Included for each grade level (3, 5, 8, and 10) are the original prompt and an example of exemplary student work. Although the intent was to include student work for each of the rubric score…
Descriptors: Academic Standards, Elementary Secondary Education, State Standards, Student Evaluation
Peer reviewed Peer reviewed
Neidermeyer, Fred C.; Sullivan, Howard J. – Journal of Educational Measurement, 1972
Results of the study indicate that the 3-choice, selected-response tests often utilized in programs of this type do not provide an accurate indication of end-of-year achievement for many children, and their continued use is not recommended. (Authors)
Descriptors: Comparative Analysis, Criterion Referenced Tests, Grade 1, Group Testing
Peer reviewed Peer reviewed
Powers, Donald E.; Alderman, Donald L. – Journal of Educational Measurement, 1983
Prepublication copies of an extensive test familiarization booklet were sent to a random sample of Scholastic Aptitude Test candidates. The booklet had little, if any, effect on test scores, but it did alter examinees' tendencies to omit questions and improved their confidence with various aspects of test taking. (Author/PN)
Descriptors: College Entrance Examinations, Intentional Learning, Response Style (Tests), Review (Reexamination)
Peer reviewed Peer reviewed
Arroyo, Sara G. – Hispanic Journal of Behavioral Sciences, 1981
Chicano college students who participated in a study skills program based on self-monitoring and self-reinforcement, supplemented with instruction and reinforcement from the program director, reported that time spent studying and performance on tests improved as a function of training and that the improvement was maintained. (CM)
Descriptors: Behavior Change, Class Activities, College Students, Higher Education
Powers, Donald E. – Measurement and Evaluation in Guidance, 1981
Describes the uses of and reactions to, various preparation resources, and a large national sample of SAT candidates. Data suggest that students have a variety of attitudes about preparing for the SAT, but most believe in the efficacy of some method of preparation, and use more than one method. (RC)
Descriptors: Comparative Analysis, Educational Methods, Educational Resources, High School Students
Peer reviewed Peer reviewed
Becher, Rhoda McShane – Psychology in the Schools, 1977
This study assessed effects of response climate by examining effects of an additional testing experience on the conservation of number performance of 4- and 5-year-old lower socioeconomic status children (N=98). Results indicated significantly higher conservation of number performance scores for both males and females. (Author)
Descriptors: Disadvantaged Youth, Number Concepts, Performance Factors, Primary Education
Peer reviewed Peer reviewed
Castenell, Louis A., Jr.; Castenell, Mae E. – Journal of Counseling and Development, 1988
Highlights biases, that is, learning styles and test bias, involved in testing low income Blacks with norm-referenced achievement tests. Offers suggestions to assist counselors in improving their students' test performance. (Author)
Descriptors: Achievement Tests, Black Students, Elementary Secondary Education, Low Income Groups
Peer reviewed Peer reviewed
McGuire, Joan M.; O'Donnell, Jennifer M. – College Teaching, 1989
A discussion of strategies for helping the growing number of students with learning disabilities succeed in college work looks at classroom and organizational techniques the teacher can use, the value of notetaking and test-taking skills, and the advantages of coordination between faculty and related school services. (MSE)
Descriptors: Ancillary School Services, Classroom Techniques, College Instruction, College Students
Peer reviewed Peer reviewed
Elbers, Ed; Kelderman, Andrea – European Journal of Psychology of Education, 1994
Contends that young children have little experience in answering test questions and misunderstandings easily arise when they are subjected to tests. Reports on a study of the impact of testing expectations on 110 Dutch primary school students. Finds that clear explanations about the testing situation leads to better performance. (CFR)
Descriptors: Elementary Education, Foreign Countries, Student Attitudes, Student Evaluation
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Hoover, John J.; Rabideau, Debra K. – Intervention in School and Clinic, 1995
Principles for ensuring effective use of semantic webbing in meeting study skill needs of students with learning problems are noted. Important study skills are listed, along with suggested semantic web topics for which subordinate ideas may be developed. Two semantic webs are presented, illustrating the study skills of multiple choice test-taking…
Descriptors: Cognitive Structures, Educational Principles, Elementary Secondary Education, Learning Problems
Peer reviewed Peer reviewed
Abplanalp, Paul – Journal of Optometric Education, 1995
When multiple-choice answer sheets are printed in the latent-image format, students may be required to select alternatives until they identify the correct one. This provides immediate feedback and permits use of more complicated test formats, but it also introduces novel ways to cheat and may engender substantial anxiety in test-takers unless…
Descriptors: Cheating, Classroom Techniques, Elementary Secondary Education, Feedback
Peer reviewed Peer reviewed
Norton, Linda S.; Crowley, Catherine M. – Higher Education, 1995
Results of a British program of eight learning strategy workshops for university freshmen are discussed. The workshops focused on essay writing and test-taking skills. Regular attendees had significantly more sophisticated conceptions of learning than irregular attendees and had higher essay and examination scores. However, differences in overall…
Descriptors: Academic Achievement, College Freshmen, Essays, Higher Education
Peer reviewed Peer reviewed
Loyd, Brenda H. – Applied Measurement in Education, 1990
Four mathematics test-item types that may perform differently when calculators are used were assessed using data from 160 high school students attending a summer enrichment program. The effects of testing with and without calculators on testing time, test reliability, item difficulty, and item discrimination were also assessed. (TJH)
Descriptors: Calculators, Difficulty Level, High School Students, High Schools
Peer reviewed Peer reviewed
Johnson, Phillip L.; And Others – Mid-Western Educational Researcher, 1991
Among 148 college students taking a self-adapted computerized test of basic algebra skills, higher self-confidence and lower test anxiety were related to choosing more difficult first items but were not related to later choices. Overall, examinees chose items of moderate difficulty relative to their ability level. (SV)
Descriptors: Academic Ability, Adaptive Testing, College Students, Computer Assisted Testing
Peer reviewed Peer reviewed
Mehrens, William A. – Educational Measurement: Issues and Practice, 1991
Cohen and Hyman's response contains several misunderstandings of the original article by Mehrens and Kaminski. One frequently wishes to make inferences to a domain from a test, but teaching a specific performance and testing for that performance does not allow for a domain inference. (SLD)
Descriptors: Cheating, Criterion Referenced Tests, Educational Assessment, Inferences
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