The Effects of Mode of Test Administration on Test Performance

1986 ◽  
Vol 46 (2) ◽  
pp. 467-474 ◽  
Author(s):  
Jo Ann Lee ◽  
Kathleen E. Moreno ◽  
J. B. Sympson
2011 ◽  
Vol 21 (1) ◽  
pp. 139-144 ◽  
Author(s):  
Anisha Bhoola-Patel ◽  
Sumaya Laher

1981 ◽  
Vol 41 (4) ◽  
pp. 1073-1081 ◽  
Author(s):  
Donald L. Alderman

Student self-selection in deciding to repeat a test was examined by contrasting the test performance of students taking the Scholastic Aptitude Test (SAT) as juniors and again as seniors with the test performance of students taking the SAT only once as juniors. Estimates of expected test performance on a common initial administration in the junior year were derived from separate equating sections and background variables. Residuals of observed minus expected test scores revealed statistically significant differences between students who took a single administration of the SAT as juniors and students who took the same initial administration but also repeated the test as seniors; the initial observed scores of students later repeating the test were consistently lower than their expected scores for both the verbal and mathematical sections. These results indicate that self-selection occurs when students decide to repeat a test and that score changes among these students reflect negative errors of measurement on the initial test administration as well as other factors.


1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.


1987 ◽  
Vol 18 (3) ◽  
pp. 250-266 ◽  
Author(s):  
R. Jane Lieberman ◽  
Ann Marie C. Heffron ◽  
Stephanie J. West ◽  
Edward C. Hutchinson ◽  
Thomas W. Swem

Four recently developed adolescent language tests, the Fullerton Test for Adolescents (FLTA), the Test of Adolescent Language (TOAL), the Clinical Evaluation of Language Functions (CELF), and the Screening Test of Adolescent Language (STAL), were compared to determine: (a) whether they measured the same language skills (content) in the same way (procedures); and (b) whether students performed similarly on each of the tests. First, respective manuals were reviewed to compare selection of subtest content areas and subtest procedures. Then, each of the tests was administered according to standardized procedures to 30 unselected sixth-grade students. Despite apparent differences in test content and procedures, there was no significant difference in students' performance on three of the four tests, and correlations among test performance were moderate to high. A comparison of the pass/fail rates for overall performance on the tests, however, revealed a significant discrepancy between the proportions of students identified in need of further evaluation on the STAL (20%) and the proportion diagnosed as language impaired on the three diagnostic tests (60-73%). Clinical implications are discussed.


2007 ◽  
Vol 6 (1) ◽  
pp. 46-46
Author(s):  
L FRANKENSTEIN ◽  
L INGLE ◽  
A REMPPIS ◽  
D SCHELLBERG ◽  
C SIGG ◽  
...  

2016 ◽  
Vol 75 (3) ◽  
pp. 123-132 ◽  
Author(s):  
Marie Crouzevialle ◽  
Fabrizio Butera

Abstract. Performance-approach goals (i.e., the desire to outperform others) have been found to be positive predictors of test performance, but research has also revealed that they predict surface learning strategies. The present research investigates whether the high academic performance of students who strongly adopt performance-approach goals stems from test anticipation and preparation, which most educational settings render possible since examinations are often scheduled in advance. We set up a longitudinal design for an experiment conducted in high-school classrooms within the context of two science, technology, engineering, and mathematics (STEM) disciplines, namely, physics and chemistry. First, we measured performance-approach goals. Then we asked students to take a test that had either been announced a week in advance (enabling strategic preparation) or not. The expected interaction between performance-approach goal endorsement and test anticipation was moderated by the students’ initial level: The interaction appeared only among low achievers for whom the pursuit of performance-approach goals predicted greater performance – but only when the test had been scheduled. Conversely, high achievers appeared to have adopted a regular and steady process of course content learning whatever their normative goal endorsement. This suggests that normative strivings differentially influence the study strategies of low and high achievers.


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