Effects of Anxiety Type and Item-Difficulty Sequencing on Mathematics Test Performance.

Towle, Nelson J.; Merrill, Paul F.

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Peer reviewed

ERIC Number: EJ135369

Record Type: Journal

Publication Date: 1975

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Effects of Anxiety Type and Item-Difficulty Sequencing on Mathematics Test Performance

Towle, Nelson J.; Merrill, Paul F.

Journal of Educational Measurement, 12, 4, 241-9, Win 75

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, easy-to-hard, hard-to-easy. (RC)

Descriptors: Achievement Tests, Anxiety, College Students, Higher Education, Mathematics, Statistical Analysis, Test Construction, Test Results

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Identifiers - Assessments and Surveys: State Trait Anxiety Inventory

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