Thesis (M.A.)--Wheaton College, 2006. / Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 20, 2007) Vita. Includes bibliographical references.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1970. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p.26-27).

The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on October 7, 2009) Thesis advisor: Dr. Steven Osterlind. Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed June 8, 2007). PDF text: 141 p. : col. ill. ; 0.80Mb. UMI publication number: AAT 3239362. Includes bibliographical references. Also available in paper, microfilm and microfiche formats.

This thesis examines the different uses of a large-scale and high-stakes national English test in China—the College English Test (CET), together with their social and educational impacts. The research takes a multi-method, qualitative approach to collect different sources of data. The primary data were drawn from a series of face-to-face in-depth interviews with university students, lecturers, administrators, employers, a test designer and a bookseller. Other supporting data were collected through observations, email interviews, and a variety of documentary and online sources. The data show that the CET results have been used for both intended and unintended purposes by intended and unintended users. The main focus of the study is on the test takers—the university students. It was found that the CET, through the various uses made of the results, had a significant impact on the learning of English and subjects in other disciplines in the universities. There are also significant influences on test takers’ ethical conduct and their fairness perceptions of both the test itself and its uses. These impacts are multifaceted and they have chain consequences. The relation between the several uses of the CET results and their impacts can be represented by a model of ‘impact introducers (test users)—impact medium (test itself)—impact context—impact receivers (e.g. test takers)’. The study provides empirical evidence that the four elements in the model play different roles in the impact processes, and the impact is reciprocal between introducers and receivers. It also shows that test uses and their impacts are mediated by a number of factors, among which contextual factors (e.g. cultural, social and economic) tend to play more significant roles than the test itself. The study concludes with a discussion of the role of the four elements in the CET impact processes from different perspectives.

A large sample (N = 206) of expert instructional designers was surveyed in order to determine how developmental testing is designed and conducted. The majority of respondents indicated that they did conduct formative testing of prototype instructional materials for purposes of revising them. Both one-to-one and small group testing were recommended with both the developer and the test subjects assuming active roles during the testing sessions. Both quantitative and qualitative (including attitudinal) data are gathered with an emphasis placed on the analysis of the posttest data. Based on a review of the literature and the results of the survey, an experiment was conducted in order to investigate the effects of different roles that the participants might play during testing sessions with different numbers of participants within sessions. Individuals assigned to small groups did not produce as many comments during instruction as the one-to-one procedure. A content analysis of the qualitative data revealed that test subjects generally comment by indicating comprehension/recall problems. As a source of feedback, the attitudinal survey provided a considerable amount of data especially with small groups which were reluctant to make critical comments during instruction.

Dissertation (Ph. D.)--University of Akron, Dept. of Psychology, 2008. / "December, 2008." Title from electronic dissertation title page (viewed 12/30/2008) Advisor, Dennis Doverspike; Committee members, Paul E. Levy, Andrea F. Snell, Harvey L. Sterns, James R. Rogers; Department Chair, Paul E. Levy; Dean of the College, Ronald F. Levant; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

Thesis (M.A.)--Wheaton College Graduate School, 2006. / Abstract. Includes bibliographical references (leaves 33-37).

Test-wiseness, possessed in different amounts by different individuals, is the ability to use test format, test characteristics, and/or the testing situation to receive a high score. As such, test-wiseness is an unwanted source of variance which can inflate test scores, thus invalidating test results. Problems of inappropriate interpretation may arise when test scores are affected by test-wiseness. The present study addressed the relationship between test-wiseness and English ability, as measured by the British Columbia Provincial English 12 Examination for June of 1989. The English 12 examination contained both selection and supply items. This provided an opportunity to examine both types of items and their relationship to test-wiseness. Previous research had focussed on selection items. To provide a framework for understanding and presenting the results the present research was divided into two substudies. Substudy I addressed questions concerning the nature and strength of the relationship of test-wiseness to the selection, short-answer, and extended-answer items of the English 12 examination. The selection items of the English 12 examination provided reference for interpreting the results for the short-answer and extended-answer items. Test scores were adjusted for the presence of verbal ability and it was found, as previous research indicated, that test-wiseness and verbal ability were moderately correlated. To further clarify the concept of test-wiseness, differences between test-wise and test-naive students were examined in terms of means and variability on selection, short-answer, and extended-answer items of the English 12 examination. The results of the study are based on test data for 735 students collected from April to June of 1989. Each student completed the Test of Test-Wiseness (TTW), Language Proficiency Index (LPI), and a form containing ethnographic information. Test scores for the English 12 examination were provided by the Ministry. Based on the analyses of test data for 735 grade twelve students, test-wiseness accounted for less than four percent of the variance on the English 12 examination for selection, short-answer, and extended-answer items on Substudy I. These results were found to be statistically significant. Results for Substudy II indicated that there were differences between test-wise and test-naive students in terms of means for the selection and short-answer items. Results for the extended-answer (essay) item were non-significant. There were no differences in variability between the test-wise and test-naive samples for any of the item types. The results of the present study will be of interest to those involved in constructing the English 12 examination, as well as grade 12 teachers and students. The test score on the English 12 examination accounts for 40% of a student's English 12 final grade, with a student's graduation or failure based upon these results. As such, English 12 examination scores should be as accurate and valid as possible. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate