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 study examined test-taking attitudes and response distortion on a personality test. Consistent with our hypotheses, applicants were found to have significantly more positive test-taking attitudes and exhibit a greater degree of response distortion as compared to incumbents. In addition, test-taking attitudes were significantly associated with response distortion. However, test-taking attitudes failed to affect work performance or validity in the incumbent sample. Limitations and implications for future research are discussed. / Ph. D.

The purpose of this investigation was to examine the effects of collaborative learning strategies on formulating solutions to linear programming word problems that were designed to incorporate problem-solving skills. Forty-six students majoring in business at a small southwest college in Virginia participated in the study. After an instruction session, a study period, and a question and answer discussion, participants completed the test instrument based upon random assignment to three treatment groups. These included individual study with individual test taking (control), paired study with individual test taking, and paired study with paired test taking. All participants returned in 17 days to complete a posttest individually having received no further instruction in linear programming theory. The following null hypothesis was examined: No differences in treatment means measuring problem-solving abilities would be found based on students' test and posttest scores using two treatment groups of collaborative study, with collaborative or individual test taking, and a control group of individual study with individual test taking. After satisfying the assumptions of no difference in ability in the treatment groups, establishing significant influence of ability on test score and posttest score variables, and establishing homogeneity of regression, an analysis of covariance (ANCOVA) was used to test the null hypothesis. The null hypothesis was rejected. Treatment had a significant effect on the variance for the test score variable, F = 3.92, p < .05, and for the posttest score variable, F = 4.44, p < .05. Newman-Keuls post hoc test showed significant differences in the adjusted means of the test score variable between the individual study with individual test taking group (72.22) and the paired study with paired test taking group (87.86). For the posttest score variable, the Newman-Keuls post hoc test revealed significant differences between the adjusted means of the individual study with individual test taking group (36.25) and the paired study with individual test taking group (59.20), and between the adjusted means of the individual study with individual test taking group (36.25) and the paired study with paired test taking group (55.77). Implications of findings and recommendations for further research were discussed. / Ph. D.

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.