Thesis (M.S.)--University of North Carolina Wilmington, 2008. / Includes appendixes: 69-79. Title from PDF title page (viewed September 22, 2008) Includes bibliographical references (p. 62-68)

Thesis (M.S.P.H.)--University of Michigan, 1938.

The relationship between memory organization skills and performance was investigated. The purpose was to investigate organization and training differences that might result in different performance under the recall TES effect. The recall test expectancy effect (TES) states that people who expect and receive a recall test perform significantly better than do people who expect a multiple choice test but receive a recall test (Balota & Neely, 1980). In Phase 1, half of the 96 female undergraduate participants were randomly assigned to a categorized word list while the other half were assigned to an unrelated word list (Tulving, 1962) condition. The subjects studied and recalled the same list of words over four study-test trials. The participants were divided into high and low organizer groups depending on their organization scores (Tulving & Sternberg, 1977) from Phase 1. Before Phase 2 the high and low organizer groups were randomly assigned to either a training or no training condition. The subjects in the no training condition went directly to Phase 2. The training period consisted of suggestions for organizing materials for better recall. In Phase 2 all of the subjects received three different word lists for each of three study-test trials. The first two tests were multiple choice (recognition) and the last was a surprise recall test. Thus, the subjects were led to expect a recognition test through practice. The results from all of the condition groups were in support of the traditional recall TES effect. This reflected qualitatively different processes used for recognition versus recall tests (Underwood, 1972). There was a significant relationship between organizational abilities from Phase 1 and performance on the surprise recall test in Phase 2 for the high organizers but not for the low organizers. Significant group differences were found when training was not provided; however, the training period eliminated organizational group differences in Phase 2. The results were interpreted within the theoretical frameworks of Anderson and Bower (1972, 1974) and Gillund and Shiffrin (1984). Future research should be aimed at identifying the practical organization strategies used by test-takers so that recall performance of students, especially low organizers, can be facilitated. / Graduate

Finite state test theory models the response behavior of an examinee and establishes the relationship between the ability of the examinee and the observed responses on a multiple-choice test. In finite state modeling, various assumptions about item characteristics and the examinees’ response strategies are made to estimate an examinee ability, and willingness to guess. Twelve sets of plausible assumptions about identifiability of distractors and examinee guessing strategies were adopted and the corresponding finite state models were actualized. Three consequences of the adoption of the 12 sets of assumptions were investigated: 1) the extent to which the resulting ability estimates rank ordered the examinees similarly, 2) variation in the magnitude of ability estimates and the estimated willingness to guess across the 12 models, and 3) the extent to which conclusions about examinees subgroups would differ according to the model employed. Also, conventional number-right scores were compared with the finite state scores with respect to the three outcomes just listed. All scoring methods rank ordered the examinees essentially the same. The magnitude of the finite state scores varied considerably across models mainly due to differing assumptions about the identifiability of distractors. Differing assumptions about examinee guessing strategy had surprisingly little effect on the magnitude of the ability estimates, though estimates of willingness to guess varied consistently according to the assumed strategies. Conclusions about group differences also varied across the models as a result of differing assumptions about both item characteristics and examinee guessing strategies. / Ph. D.

This study examines the washback effect of a final examination. Despite the general criticisms of a final examination for its negative influence on education, no empirical evidence was noted in the existing literature; rather some evidence for positive washback was found. The study was based on the assumption that the detrimental effect of a final exam is not inherent; whether the washback is negative or positive is dependent on the design of the exam. Furthermore, the power that the exam has to influence teaching and learning, if exploited properly, can make it work as an instrument for educational change. The context of the study was English language teaching and testing at school in Nepal. The washback effect of the School Leaving Certificate English exam, an exit exam based on prescribed textbooks in terms of its content and discrete-point approach in terms of its format, was examined. A new exam of reading, grammar, note-taking and writing based on the course objectives of the SLC English course in terms of its content, and integrative-communicative approach in terms of its format was designed to use as the criterion measure of the English proficiency of the students. The new exam was administered to school leavers and students of the previous year. The performance of the school leavers on the new exam was compared with their performance on the SLC English exam, and with the performance of the students of the previous year on the new exam. The results indicate that SLC English exam had a negative washback on the teaching and learning of the SLC English course because it failed to allow the students and the teacher to work for the course objectives of the SLC English. It was concluded that washback is an inherent quality of a final exam; people whose future is affected by the exam-results work for the exam regardless of the quality of the exam. Whether the washback is negative or positive is dependent on what the exam measures; if it is congruent with the sentiment and the purposes of the course objectives, it can achieve beneficial washback; if not it is bound to produce harmful washback. Innovations through the former type of exam would lead the teaching for the exam to be in accordance with it. The implications for language testing in general, and the Nepalese ELT situation in particular are presented. It is suggested that the SLC English exam should be replaced by an exam similar to the one used, in order to bring about change in the teaching of the SLC English course. Recommendations for further research are made.

published_or_final_version / Education / Master / Master of Education

Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 56-59).

Thesis (Ph. D.)--University of Iowa, 1925. / "Reprinted from Ruch, et al: Objective examination methods in the social studies, copyright, 1926, Scott, Foresman and company."

Includes bibliographical references (p. 46-56).

The present research investigates the use of different question prompts and the discourse they generate in the SLE:OI, an ACTFL-variant second language oral proficiency interview test. One hundred and fifty-two question prompts used to elicit the test task of 'supporting an opinion,' were transcribed from 27 SLE:OI tests administered between July and November, 2000. From this, 30 categories of question prompts were identified by 6 SLE:OI raters acting as judges. Independently, the researcher and the judges determined task difficulty/complexity to be the predominant feature differentiating the categories. Using the 30 categories as a basis, the Question Prompt Complexity Questionnaire was produced and administered to the 6 judges. Analysis of the questionnaire data indicated a clear consensus for 3 categories into 'easy' and 'difficult' groups. Subsequently, candidate responses to 11 question prompts from the easy group, and 10 from the difficult group were transcribed, and discourse analyses were carried out to ascertain response levels of L2 fluency (by type-token ratio; frequency of silent and filled pauses, repetitions, and self-repairs), accuracy (by verb morphology and lexical use), and complexity (by clause subordination). The results demonstrated that those candidates tested with 'easy' and 'difficult' question prompts showed strong, significant differences in two aspects of their response fluency, but no significant differences in the accuracy or complexity of their responses. Based on these findings, several recommendations and implications for rater training were cited.