Improving Multiple-Choice Test Performance for Examinees with Different Levels of Test Anxiety

1987 ◽  
Vol 55 (4) ◽  
pp. 201-205 ◽  
Author(s):  
Linda Crocker ◽  
Alicia Schmitt
Keyword(s):  
Test Anxiety ◽  
Test Performance ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Different Levels

Effects of delayed retention on multiple-choice test performance

1976 ◽  
Vol 1 (1) ◽  
pp. 26-36 ◽  
Author(s):  
Gary Phye ◽  
Joseph Gugliemella ◽  
Janet Sola
Keyword(s):  
Test Performance ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test

Effects of Specific Cueing on Multiple-Choice Test Performance

1979 ◽  
Vol 44 (3_suppl) ◽  
pp. 1051-1054
Author(s):  
Bruce R. Dunn
Keyword(s):  
Test Performance ◽  
Test Scores ◽  
Ecological Validity ◽  
Multiple Choice ◽  
Past Research ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Test Items ◽  
Class Presentation ◽  
Related Test

Past research has shown that grouping related multiple-choice test items together does not increase students' performance on power tests, even when those groupings are sequenced in the order of class presentation. The present research examined the hypothesis, derived from the cue-dependent forgetting hypothesis, that grouping of related test items does not improve test performance because grouping per se is not a sufficiently powerful retrieval cue. Two experiments were conducted to determine whether specific cueing (placing author headings and subheadings above related blocks of test items) increased students' test scores. Results for both were negative; specific cueing did not significantly increase mean test scores. The ecological validity of the cue-dependent hypothesis was questioned.

Confidence-Weighting and the Validity of Achievement Tests

1986 ◽  
Vol 59 (2) ◽  
pp. 383-386 ◽  
Author(s):  
Frank D. Bokhorst
Keyword(s):  
Test Anxiety ◽  
Multiple Choice ◽  
Achievement Tests ◽  
Criterion Validity ◽  
Introductory Psychology ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Correct Alternative ◽  
Academic Year ◽  
High Test

Investigated was the criterion validity of confidence-testing as applied to a multiple-choice test in introductory psychology. Examinees made confidence judgements in addition to choosing the correct alternative. The test was scored conventionally with a penalty for guessing and again using confidence-weightings. Over-all achievement for the academic year in psychology was the criterion for validity. There was greater reliability but no improvement in validity. High test anxiety was associated with low confidence and poor achievement.

Targeted Linguistic Simplification of Science Test Items for English Learners

2020 ◽  
Vol 57 (5) ◽  
pp. 2175-2209
Author(s):  
Tracy Noble ◽  
Stephen G. Sireci ◽  
Craig S. Wells ◽  
Rachel R. Kachchaf ◽  
Ann S. Rosebery ◽  
...  
Keyword(s):  
English Learners ◽  
Test Performance ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Linguistic Features ◽  
Test Items ◽  
Grade 5 ◽  
Science Test ◽  
Positive Effect

In this experimental study, 20 multiple-choice test items from the Massachusetts Grade 5 science test were linguistically simplified, and original and simplified test items were administered to 310 English learners (ELs) and 1,580 non-ELs in four Massachusetts school districts. This study tested the hypothesis that specific linguistic features of test items contributed to construct-irrelevant variance in science test scores of ELs. Simplifications targeted specific linguistic features, to identify those features with the largest impacts on ELs’ test performance. Of all the linguistic simplifications used in this study, adding visual representations to answer choices had the largest positive effect on ELs’ performance. These findings have significant implications for the design of multiple-choice test items that are fair and valid for ELs.

Developing Professional Knowledge and Confidence in Higher Education

2010 ◽  
Vol 1 (4) ◽  
pp. 32-41 ◽  
Author(s):  
E. Serradell-Lopez ◽  
P. Lara ◽  
D. Castillo ◽  
I. González
Keyword(s):  
Business Management ◽  
Multiple Choice ◽  
Choice Test ◽  
Test Results ◽  
Multiple Choice Test ◽  
Multiple Choice Tests ◽  
Confidence Levels ◽  
Choice Tests ◽  
Level Of Knowledge ◽  
Different Levels

The purpose of this paper is to determine the effectiveness of using multiple choice tests in subjects related to the administration and business management. To this end the authors used a multiple-choice test with specific questions to verify the extent of knowledge gained and the confidence and trust in the answers. The analysis made, conducted by tests given out to a group of 200 students, has been implemented in one subject related with investment analysis and has measured the level of knowledge gained and the degree of trust and security in the responses at two different times of the business administration and management course. Measurements were taken into account at different levels of difficulty in the questions asked and the time spent by students to complete the test. Results confirm that students are generally able to obtain more knowledge along the way and get increases in the degree of trust and confidence. It is estimated that improvement in skills learned is viewed favourably by businesses and are important for job placement. Finally, the authors proceed to analyze a multi-choice test using a combination of knowledge and confidence levels.

scholarly journals Test Anxiety: A Case of ESL Vocabulary Testing Using Multiple-Choice Items and Error Identification Tests

2020 ◽  
Keyword(s):  
Test Anxiety ◽  
Test Performance ◽  
English Language ◽  
Multiple Choice ◽  
Test Phase ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Choice Test ◽  
Error Identification ◽  
The Impact

The current study seeks to discern the impact of test anxiety on English language students’ test performance. The major instruments which helped gathering data were two different formats of vocabulary test and a questionnaire survey which identified the level of anxiety. Participants were fifty female English language learners who were studying at intermediate and upper-intermediate levels of English. These students were grouped into two groups of MC and EI according to their scores in the examinations they were given in the pre-test phase, multiple-choice test and error identification test. The survey after the pre-test indicated the level of anxiety these tests have brought. During a span of twenty-week period students received different teaching plans respectively. The same tests in pre-test were administered in the post-test phase and the questionnaire illustrated the level of anxiety after each student has received particular treatment. The findings showed that the level of test anxiety is higher in the group which received and tested on error identification format of vocabulary knowledge test. This increase of test anxiety was by definition significant in comparison with the other group, MC. The other important part of this study was coming to this conclusion that while students were given their particular teaching plans, debilitative anxiety still impedes them from having a strong and high performance which in turn needs more considerations from their teachers and examiners.

Learning vs Grade Orientation: Academic Achievement, Self-Reported Orientation, and Personality Variables

1987 ◽  
Vol 60 (1) ◽  
pp. 145-146 ◽  
Author(s):  
Duane R. Kauffmann ◽  
Brenda Chupp ◽  
Kent Hershberger ◽  
Lisa Martin ◽  
Ken Eastman
Keyword(s):  
Academic Achievement ◽  
Locus Of Control ◽  
Test Performance ◽  
Test Scores ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Personality Variables ◽  
Psychology Course ◽  
Written Assignments

This research explored relationships between Eison's LOGO instrument and several personality and academic measures in a credit/no credit psychology course ( N = 44). Learning orientation (LO) was correlated with dogmatism and marginally (.07) with multiple-choice test performance, but not with Machiavellianism, Locus of Control, or performance on course written assignments. Grade orientation was related to Machiavellianism and marginally (.07) to test scores. Self-rating of orientation was correlated with both written and test performance, but not LO or GO.

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