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TEST ITEM ARRANGEMENT, TESTING TIME, AND PERFORMANCE
Author(s) -
MARSO RONALD N.
Publication year - 1970
Publication title -
journal of educational measurement
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.917
H-Index - 47
eISSN - 1745-3984
pISSN - 0022-0655
DOI - 10.1111/j.1745-3984.1970.tb00704.x
Subject(s) - test (biology) , psychology , item analysis , variance (accounting) , statistics , similarity (geometry) , item response theory , test anxiety , social psychology , psychometrics , computer science , anxiety , mathematics , developmental psychology , artificial intelligence , paleontology , biology , accounting , psychiatry , business , image (mathematics)
Two experiments were conducted to determine if a relationship exists between test item arrangements and student performance on power tests. The primary hypotheses were: item arrangements based upon item difficulty, similarity of content, or order of class presentation do not influence test score or required testing time. In the first experiment 122 subjects were randomly assigned to three item difficulty arrangements of 139 test items with a 0–100% difficulty range, and in the second experiment 156 subjects were randomly assigned to three item content arrangements of 103 items. Results of analyses of variance with test anxiety used as a classification factor supported the hypotheses.