The Effects of Item Format and Reading Ability on Objective Test Performance: a Question of Validity

1979 ◽  
Vol 39 (2) ◽  
pp. 381-387 ◽  
Author(s):  
Jeri Benson ◽  
Linda Crocker
Keyword(s):  
Test Performance ◽  
Reading Ability ◽  
Objective Test ◽  
Item Format

766 NEUROPSYCHOLOGICAL FUNCTIONING IN CHRONIC PAIN: COMPLAINTS AND OBJECTIVE TEST PERFORMANCE

2009 ◽  
Vol 13 (S1) ◽  
Author(s):  
L.L. Larsen ◽  
Ø. Øistensen Holthe ◽  
N.I. Landrø ◽  
T.C. Stiles ◽  
P.C. Borchgrevink
Keyword(s):  
Chronic Pain ◽  
Test Performance ◽  
Neuropsychological Functioning ◽  
Objective Test

The Effects of Objective versus Subjective Quiz Items in a PSI Course

1980 ◽  
Vol 7 (3) ◽  
pp. 150-153
Author(s):  
Georganne White-Blackburn ◽  
Timothy C. Blackburn ◽  
John R. Lutzker
Keyword(s):  
Test Performance ◽  
Design Experiment ◽  
Item Format ◽  
Reversal Design

From a counterbalanced reversal design experiment, it is concluded that quiz item format makes no difference in test performance.

Examiner communication level and objective test performance

1970 ◽  
Vol 26 (3) ◽  
pp. 335-335
Author(s):  
Todd Holder ◽  
James Drasgow ◽  
Richard Pierce
Keyword(s):  
Test Performance ◽  
Objective Test

scholarly journals Mathematical Achievement as a Proxy for Measuring Quality of Education among Non-Native English Speakers // التّحصيل الرّياضيّ مؤشّرًا لقياس جودة التّعليم لدى غير النّاطقين بالإنجليزيّة

2017 ◽  
Vol 34 ◽  
Author(s):  
Ahmed F. Fasfous ◽  
Natalia Hidalgo-Ruzzante ◽  
Raquel Vilar-López ◽  
Mario Gálvez-Lara ◽  
Miguel Pérez-García
Keyword(s):  
Cultural Differences ◽  
Test Performance ◽  
Reading Ability ◽  
Neuropsychological Test ◽  
Low Frequency ◽  
Mathematical Achievement ◽  
English Speakers ◽  
Quality Of Education ◽  
Educational Systems

This study aims to examine the role of mathematical achievement in explaining cultural differences in neuropsychological performance. A comprehensive neuropsychological battery was administrated to 54 individuals from two different cultures: (27 Spaniard and 27 Colombians). Several studies have demonstrated that the quality of education measured by reading ability tests may explain cultural differences in neuropsychological test performance. These studies have been conducted mostly among English speakers within the same educational system. Being a non-phonemic language, English allows for the reading of low-frequency words to be used as a measure of the quality of education. However, this might not be useful in the case of phonemic languages, such as Spanish. Moreover, it is difficult to compare the quality of education measured by reading ability in cultures with different languages or different educational systems. The results of this study reveal significant differences between these group on the majority of neuropsychological tests. All these differences disappeared when the effect of mathematical achievement was controlled. Thus, mathematical achievement may be considered as a measure of quality of education when studying cultural neuropsychological differences.

scholarly journals Exploring relationships between reading attitudes, reading ability and academic performance amongst primary teacher trainees in Swaziland

2013 ◽  
Vol 4 (1) ◽  
Author(s):  
Beatrice B.S. Lukhele
Keyword(s):  
Academic Performance ◽  
Test Performance ◽  
Reading Ability ◽  
Reading Attitudes ◽  
Primary Teacher ◽  
Primary School Children ◽  
English As Second Language ◽  
Teacher Trainees ◽  
Academic Lives ◽  
Academic Test

In this research study, relationships between attitudes to reading, reading ability, vocabulary and academic performance were investigated. The data were gathered and triangulated from an attitude questionnaire, an author and magazine recognition test, as well as from reading comprehension and academic test performance of 84 first- and third-year students studying for a Primary Teacher’s Diploma at a College in Manzini, Swaziland. The results suggest that whilst there is no relationship between reading attitudes and reading ability, there is some relationship between reading ability and academic performance. The statistical analyses further indicate a relationship between reading and vocabulary ability of the participants. The findings have grave implications regarding attitudes to reading, reading ability and academic performance for a professional cadre that is expected to be influential in the academic lives of impressionable primary school children in an English as Second Language (ESL) context.

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