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You searched for subject:(multiple choice test). Showing records 1 – 20 of 20 total matches.

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Brigham Young University

1. Thayn, Kim Scott. An Evaluation of Multiple Choice Test Questions Deliberately Designed to Include Multiple Correct Answers.

Degree: PhD, 2010, Brigham Young University

 The multiple-choice test question is a popular item format used for tests ranging from classroom assessments to professional licensure exams. The popularity of this format… (more)

Subjects/Keywords: multiple-answer; multiple-correct; multiple-choice; number correct; test question; Educational Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Thayn, K. S. (2010). An Evaluation of Multiple Choice Test Questions Deliberately Designed to Include Multiple Correct Answers. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3449&context=etd

Chicago Manual of Style (16th Edition):

Thayn, Kim Scott. “An Evaluation of Multiple Choice Test Questions Deliberately Designed to Include Multiple Correct Answers.” 2010. Doctoral Dissertation, Brigham Young University. Accessed November 28, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3449&context=etd.

MLA Handbook (7th Edition):

Thayn, Kim Scott. “An Evaluation of Multiple Choice Test Questions Deliberately Designed to Include Multiple Correct Answers.” 2010. Web. 28 Nov 2020.

Vancouver:

Thayn KS. An Evaluation of Multiple Choice Test Questions Deliberately Designed to Include Multiple Correct Answers. [Internet] [Doctoral dissertation]. Brigham Young University; 2010. [cited 2020 Nov 28]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3449&context=etd.

Council of Science Editors:

Thayn KS. An Evaluation of Multiple Choice Test Questions Deliberately Designed to Include Multiple Correct Answers. [Doctoral Dissertation]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3449&context=etd


University of Melbourne

2. Hodgson, Brian. Relieving anxiety in multiple choice examinations.

Degree: 1979, University of Melbourne

 Studies performed by McKeachie, Pollie and Spiesman C1953) and Smith and Rockett C1958) investigated the relationship between freedom to comment on multiple choice examinations and… (more)

Subjects/Keywords: Multiple-choice examinations; Test anxiety

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APA (6th Edition):

Hodgson, B. (1979). Relieving anxiety in multiple choice examinations. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/42758

Chicago Manual of Style (16th Edition):

Hodgson, Brian. “Relieving anxiety in multiple choice examinations.” 1979. Masters Thesis, University of Melbourne. Accessed November 28, 2020. http://hdl.handle.net/11343/42758.

MLA Handbook (7th Edition):

Hodgson, Brian. “Relieving anxiety in multiple choice examinations.” 1979. Web. 28 Nov 2020.

Vancouver:

Hodgson B. Relieving anxiety in multiple choice examinations. [Internet] [Masters thesis]. University of Melbourne; 1979. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/11343/42758.

Council of Science Editors:

Hodgson B. Relieving anxiety in multiple choice examinations. [Masters Thesis]. University of Melbourne; 1979. Available from: http://hdl.handle.net/11343/42758


Louisiana State University

3. Samuel, Jeanne Carol. The effect of test design on student motivational strategies for learning and student retention.

Degree: PhD, Education, 2012, Louisiana State University

 Large numbers of students attending community college lack essential college success skills (motivation and study strategies). Many of these students do not complete their degree… (more)

Subjects/Keywords: MSLQ; assessment; retention; test format; DOMC; multiple-choice tests

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APA (6th Edition):

Samuel, J. C. (2012). The effect of test design on student motivational strategies for learning and student retention. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-05312012-215918 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3877

Chicago Manual of Style (16th Edition):

Samuel, Jeanne Carol. “The effect of test design on student motivational strategies for learning and student retention.” 2012. Doctoral Dissertation, Louisiana State University. Accessed November 28, 2020. etd-05312012-215918 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3877.

MLA Handbook (7th Edition):

Samuel, Jeanne Carol. “The effect of test design on student motivational strategies for learning and student retention.” 2012. Web. 28 Nov 2020.

Vancouver:

Samuel JC. The effect of test design on student motivational strategies for learning and student retention. [Internet] [Doctoral dissertation]. Louisiana State University; 2012. [cited 2020 Nov 28]. Available from: etd-05312012-215918 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3877.

Council of Science Editors:

Samuel JC. The effect of test design on student motivational strategies for learning and student retention. [Doctoral Dissertation]. Louisiana State University; 2012. Available from: etd-05312012-215918 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3877


Liberty University

4. Mayfield, Linda Riggs. Effects of Mayfield's Four Questions (M4Q) on Nursing Students' Self-Efficacy and Multiple-Choice Test Scores.

Degree: 2010, Liberty University

 This study examined the effects of being taught the Mayfield's Four Questions multiple-choice test-taking strategy on the perceived self-efficacy and multiple-choice test scores of nursing… (more)

Subjects/Keywords: M4Q; Mayfield's Four Questions; Multiple-choice; Self-efficacy; test-taking strategy; Education, Tests and Measurements

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APA (6th Edition):

Mayfield, L. R. (2010). Effects of Mayfield's Four Questions (M4Q) on Nursing Students' Self-Efficacy and Multiple-Choice Test Scores. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/400

Chicago Manual of Style (16th Edition):

Mayfield, Linda Riggs. “Effects of Mayfield's Four Questions (M4Q) on Nursing Students' Self-Efficacy and Multiple-Choice Test Scores.” 2010. Doctoral Dissertation, Liberty University. Accessed November 28, 2020. http://digitalcommons.liberty.edu/doctoral/400.

MLA Handbook (7th Edition):

Mayfield, Linda Riggs. “Effects of Mayfield's Four Questions (M4Q) on Nursing Students' Self-Efficacy and Multiple-Choice Test Scores.” 2010. Web. 28 Nov 2020.

Vancouver:

Mayfield LR. Effects of Mayfield's Four Questions (M4Q) on Nursing Students' Self-Efficacy and Multiple-Choice Test Scores. [Internet] [Doctoral dissertation]. Liberty University; 2010. [cited 2020 Nov 28]. Available from: http://digitalcommons.liberty.edu/doctoral/400.

Council of Science Editors:

Mayfield LR. Effects of Mayfield's Four Questions (M4Q) on Nursing Students' Self-Efficacy and Multiple-Choice Test Scores. [Doctoral Dissertation]. Liberty University; 2010. Available from: http://digitalcommons.liberty.edu/doctoral/400


University of Alberta

5. Skakun, Ernest N. Strategy choices in responding to multiple choice items.

Degree: PhD, Department of Educational Psychology, 1994, University of Alberta

Subjects/Keywords: Multiple-choice examinations.; Test-taking skills.

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APA (6th Edition):

Skakun, E. N. (1994). Strategy choices in responding to multiple choice items. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/9c67wp849

Chicago Manual of Style (16th Edition):

Skakun, Ernest N. “Strategy choices in responding to multiple choice items.” 1994. Doctoral Dissertation, University of Alberta. Accessed November 28, 2020. https://era.library.ualberta.ca/files/9c67wp849.

MLA Handbook (7th Edition):

Skakun, Ernest N. “Strategy choices in responding to multiple choice items.” 1994. Web. 28 Nov 2020.

Vancouver:

Skakun EN. Strategy choices in responding to multiple choice items. [Internet] [Doctoral dissertation]. University of Alberta; 1994. [cited 2020 Nov 28]. Available from: https://era.library.ualberta.ca/files/9c67wp849.

Council of Science Editors:

Skakun EN. Strategy choices in responding to multiple choice items. [Doctoral Dissertation]. University of Alberta; 1994. Available from: https://era.library.ualberta.ca/files/9c67wp849


University of Georgia

6. Zawoyski, Andrea Marie. Examining eye movements of elementary students during reading comprehension assessment.

Degree: 2018, University of Georgia

 High-stakes reading comprehension assessment is commonplace in schools, given the increased emphasis on accountability for educational outcomes (Barksdale-Ladd & Thomas, 2000). Yet, not all assessment… (more)

Subjects/Keywords: Reading comprehension; Elementary students; Eye movements; Test-taking strategies; Multiple-choice questions; Short-answer questions

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APA (6th Edition):

Zawoyski, A. M. (2018). Examining eye movements of elementary students during reading comprehension assessment. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/37580

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Zawoyski, Andrea Marie. “Examining eye movements of elementary students during reading comprehension assessment.” 2018. Thesis, University of Georgia. Accessed November 28, 2020. http://hdl.handle.net/10724/37580.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Zawoyski, Andrea Marie. “Examining eye movements of elementary students during reading comprehension assessment.” 2018. Web. 28 Nov 2020.

Vancouver:

Zawoyski AM. Examining eye movements of elementary students during reading comprehension assessment. [Internet] [Thesis]. University of Georgia; 2018. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10724/37580.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zawoyski AM. Examining eye movements of elementary students during reading comprehension assessment. [Thesis]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/37580

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

7. Selke, Lori. Taming Test Anxiety about Multiple-Choice Questions in Academic-Track ESL Students: A Test-Taking Skills Workshop Series.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Teaching English as a Second Language, 2020, University of San Francisco

Test anxiety among students at all levels is a well-documented phenomenon. Academic English learners, however, such as those who enroll in for-credit academic classes… (more)

Subjects/Keywords: test anxiety; ESL; multiple choice; test-taking skills; English learners; assessment; Bilingual, Multilingual, and Multicultural Education; Educational Methods

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Selke, L. (2020). Taming Test Anxiety about Multiple-Choice Questions in Academic-Track ESL Students: A Test-Taking Skills Workshop Series. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/990

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Selke, Lori. “Taming Test Anxiety about Multiple-Choice Questions in Academic-Track ESL Students: A Test-Taking Skills Workshop Series.” 2020. Thesis, University of San Francisco. Accessed November 28, 2020. https://repository.usfca.edu/capstone/990.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Selke, Lori. “Taming Test Anxiety about Multiple-Choice Questions in Academic-Track ESL Students: A Test-Taking Skills Workshop Series.” 2020. Web. 28 Nov 2020.

Vancouver:

Selke L. Taming Test Anxiety about Multiple-Choice Questions in Academic-Track ESL Students: A Test-Taking Skills Workshop Series. [Internet] [Thesis]. University of San Francisco; 2020. [cited 2020 Nov 28]. Available from: https://repository.usfca.edu/capstone/990.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Selke L. Taming Test Anxiety about Multiple-Choice Questions in Academic-Track ESL Students: A Test-Taking Skills Workshop Series. [Thesis]. University of San Francisco; 2020. Available from: https://repository.usfca.edu/capstone/990

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of the Western Cape

8. Katalayi, Godefroid Bantumbandi. The DR Congo English state examination: some fundamental validity issues .

Degree: 2011, University of the Western Cape

 The test context is of paramount importance in language testing as it provides an understanding of the kind of tasks to be included in the… (more)

Subjects/Keywords: State examination; English state examination; Validity validation; Context validity; Context validity evidence; Text-based test; Multiple-choice text; Test takers; Test constructors

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APA (6th Edition):

Katalayi, G. B. (2011). The DR Congo English state examination: some fundamental validity issues . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/1682

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Katalayi, Godefroid Bantumbandi. “The DR Congo English state examination: some fundamental validity issues .” 2011. Thesis, University of the Western Cape. Accessed November 28, 2020. http://hdl.handle.net/11394/1682.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Katalayi, Godefroid Bantumbandi. “The DR Congo English state examination: some fundamental validity issues .” 2011. Web. 28 Nov 2020.

Vancouver:

Katalayi GB. The DR Congo English state examination: some fundamental validity issues . [Internet] [Thesis]. University of the Western Cape; 2011. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/11394/1682.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Katalayi GB. The DR Congo English state examination: some fundamental validity issues . [Thesis]. University of the Western Cape; 2011. Available from: http://hdl.handle.net/11394/1682

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Mississippi State University

9. Vuk, Jasna. COLLEGE STUDENTS BEHAVIOR ON MULTIPLE CHOICE SELF-TAILORED EXAMS IN RELATION TO METACOGNITIVE ABILITY, SELF-EFFICACY, AND TEST ANXIETY.

Degree: PhD, Counseling and Educational Psychology, 2010, Mississippi State University

  The purpose of this study was to observe college students behavior on five selftailored, multiple choice exams throughout a semester in relation to: a)… (more)

Subjects/Keywords: self efficacy; metacognitive ability; multiple choice exams; test anxiety

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Vuk, J. (2010). COLLEGE STUDENTS BEHAVIOR ON MULTIPLE CHOICE SELF-TAILORED EXAMS IN RELATION TO METACOGNITIVE ABILITY, SELF-EFFICACY, AND TEST ANXIETY. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-02082010-090419/ ;

Chicago Manual of Style (16th Edition):

Vuk, Jasna. “COLLEGE STUDENTS BEHAVIOR ON MULTIPLE CHOICE SELF-TAILORED EXAMS IN RELATION TO METACOGNITIVE ABILITY, SELF-EFFICACY, AND TEST ANXIETY.” 2010. Doctoral Dissertation, Mississippi State University. Accessed November 28, 2020. http://sun.library.msstate.edu/ETD-db/theses/available/etd-02082010-090419/ ;.

MLA Handbook (7th Edition):

Vuk, Jasna. “COLLEGE STUDENTS BEHAVIOR ON MULTIPLE CHOICE SELF-TAILORED EXAMS IN RELATION TO METACOGNITIVE ABILITY, SELF-EFFICACY, AND TEST ANXIETY.” 2010. Web. 28 Nov 2020.

Vancouver:

Vuk J. COLLEGE STUDENTS BEHAVIOR ON MULTIPLE CHOICE SELF-TAILORED EXAMS IN RELATION TO METACOGNITIVE ABILITY, SELF-EFFICACY, AND TEST ANXIETY. [Internet] [Doctoral dissertation]. Mississippi State University; 2010. [cited 2020 Nov 28]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-02082010-090419/ ;.

Council of Science Editors:

Vuk J. COLLEGE STUDENTS BEHAVIOR ON MULTIPLE CHOICE SELF-TAILORED EXAMS IN RELATION TO METACOGNITIVE ABILITY, SELF-EFFICACY, AND TEST ANXIETY. [Doctoral Dissertation]. Mississippi State University; 2010. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-02082010-090419/ ;


Western Michigan University

10. Koepf, Tina M. The Effect of Item Stem and Response Option Length on the Item Analysis Outcomes of a Career and Technical Education Multiple Choice Assessment.

Degree: PhD, Educational Leadership, Research and Technology, 2018, Western Michigan University

  Critical decisions in Career and Technical Education (CTE) can be based on assessment outcomes, requiring an essential focus on continuous improvement initiatives to provide… (more)

Subjects/Keywords: multiple choice assessment; career and technical education; vocational assessment; classical test theory; hierarchical linear modeling (HLM); Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Koepf, T. M. (2018). The Effect of Item Stem and Response Option Length on the Item Analysis Outcomes of a Career and Technical Education Multiple Choice Assessment. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/3366

Chicago Manual of Style (16th Edition):

Koepf, Tina M. “The Effect of Item Stem and Response Option Length on the Item Analysis Outcomes of a Career and Technical Education Multiple Choice Assessment.” 2018. Doctoral Dissertation, Western Michigan University. Accessed November 28, 2020. https://scholarworks.wmich.edu/dissertations/3366.

MLA Handbook (7th Edition):

Koepf, Tina M. “The Effect of Item Stem and Response Option Length on the Item Analysis Outcomes of a Career and Technical Education Multiple Choice Assessment.” 2018. Web. 28 Nov 2020.

Vancouver:

Koepf TM. The Effect of Item Stem and Response Option Length on the Item Analysis Outcomes of a Career and Technical Education Multiple Choice Assessment. [Internet] [Doctoral dissertation]. Western Michigan University; 2018. [cited 2020 Nov 28]. Available from: https://scholarworks.wmich.edu/dissertations/3366.

Council of Science Editors:

Koepf TM. The Effect of Item Stem and Response Option Length on the Item Analysis Outcomes of a Career and Technical Education Multiple Choice Assessment. [Doctoral Dissertation]. Western Michigan University; 2018. Available from: https://scholarworks.wmich.edu/dissertations/3366


University of Canberra

11. Geering, Margo. Gender differences in multiple choice assessment.

Degree: 1993, University of Canberra

Multiple choice testing has been introduced as an assessment instrument in almost all educational systems during the past twenty years. A growing body of research… (more)

Subjects/Keywords: ASAT; multiple choice assessment; gender differences; Australian Scholastic Aptitude Test; males; females; performance

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APA (6th Edition):

Geering, M. (1993). Gender differences in multiple choice assessment. (Thesis). University of Canberra. Retrieved from http://erl.canberra.edu.au./public/adt-AUC20050218.141005

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Geering, Margo. “Gender differences in multiple choice assessment.” 1993. Thesis, University of Canberra. Accessed November 28, 2020. http://erl.canberra.edu.au./public/adt-AUC20050218.141005.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Geering, Margo. “Gender differences in multiple choice assessment.” 1993. Web. 28 Nov 2020.

Vancouver:

Geering M. Gender differences in multiple choice assessment. [Internet] [Thesis]. University of Canberra; 1993. [cited 2020 Nov 28]. Available from: http://erl.canberra.edu.au./public/adt-AUC20050218.141005.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Geering M. Gender differences in multiple choice assessment. [Thesis]. University of Canberra; 1993. Available from: http://erl.canberra.edu.au./public/adt-AUC20050218.141005

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Alberta

12. Ndalichako, Joyce L. Comparison of number right, item response, and finite state approaches to scoring multiple-choice items.

Degree: PhD, Department of Educational Psychology, 1997, University of Alberta

Subjects/Keywords: Multiple-choice examinations – Evaluation.; Examinations – Scoring – Evaluation.; Test-taking skills – Evaluation.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ndalichako, J. L. (1997). Comparison of number right, item response, and finite state approaches to scoring multiple-choice items. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/s4655j732

Chicago Manual of Style (16th Edition):

Ndalichako, Joyce L. “Comparison of number right, item response, and finite state approaches to scoring multiple-choice items.” 1997. Doctoral Dissertation, University of Alberta. Accessed November 28, 2020. https://era.library.ualberta.ca/files/s4655j732.

MLA Handbook (7th Edition):

Ndalichako, Joyce L. “Comparison of number right, item response, and finite state approaches to scoring multiple-choice items.” 1997. Web. 28 Nov 2020.

Vancouver:

Ndalichako JL. Comparison of number right, item response, and finite state approaches to scoring multiple-choice items. [Internet] [Doctoral dissertation]. University of Alberta; 1997. [cited 2020 Nov 28]. Available from: https://era.library.ualberta.ca/files/s4655j732.

Council of Science Editors:

Ndalichako JL. Comparison of number right, item response, and finite state approaches to scoring multiple-choice items. [Doctoral Dissertation]. University of Alberta; 1997. Available from: https://era.library.ualberta.ca/files/s4655j732


Queens University

13. Liang, Lihong. Passage Dependence of Multiple-Choice Items in Reading Comprehension Component of English Academic Test of Guangdong Province .

Degree: Education, Queens University

 With the deepening of the reform in examination and enrollment system in China, the English Academic Test plays an increasingly important role in selecting the… (more)

Subjects/Keywords: English Academic Test ; Reading Comprehension ; Passage Dependence ; Multiple-Choice Items

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Liang, L. (n.d.). Passage Dependence of Multiple-Choice Items in Reading Comprehension Component of English Academic Test of Guangdong Province . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/26358

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Liang, Lihong. “Passage Dependence of Multiple-Choice Items in Reading Comprehension Component of English Academic Test of Guangdong Province .” Thesis, Queens University. Accessed November 28, 2020. http://hdl.handle.net/1974/26358.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Liang, Lihong. “Passage Dependence of Multiple-Choice Items in Reading Comprehension Component of English Academic Test of Guangdong Province .” Web. 28 Nov 2020.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Liang L. Passage Dependence of Multiple-Choice Items in Reading Comprehension Component of English Academic Test of Guangdong Province . [Internet] [Thesis]. Queens University; [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1974/26358.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Liang L. Passage Dependence of Multiple-Choice Items in Reading Comprehension Component of English Academic Test of Guangdong Province . [Thesis]. Queens University; Available from: http://hdl.handle.net/1974/26358

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


University of Tennessee – Knoxville

14. Barlow, Patrick Brian. Development of the Biostatistics and Clinical Epidemiology Skills Assessment for Medical Residents.

Degree: 2014, University of Tennessee – Knoxville

 This study developed the Biostatics and Clinical Epidemiology Skills (BACES) assessment, and established its preliminary item characteristics and validity evidence. Unlike previous instruments, the BACES… (more)

Subjects/Keywords: Item Response Theory; Multiple Choice Test; Graduate Medical Education; Evidence based medicine; assessment; Clinical Epidemiology; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Methods; Epidemiology; Medical Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Barlow, P. B. (2014). Development of the Biostatistics and Clinical Epidemiology Skills Assessment for Medical Residents. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/2676

Chicago Manual of Style (16th Edition):

Barlow, Patrick Brian. “Development of the Biostatistics and Clinical Epidemiology Skills Assessment for Medical Residents.” 2014. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed November 28, 2020. https://trace.tennessee.edu/utk_graddiss/2676.

MLA Handbook (7th Edition):

Barlow, Patrick Brian. “Development of the Biostatistics and Clinical Epidemiology Skills Assessment for Medical Residents.” 2014. Web. 28 Nov 2020.

Vancouver:

Barlow PB. Development of the Biostatistics and Clinical Epidemiology Skills Assessment for Medical Residents. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2014. [cited 2020 Nov 28]. Available from: https://trace.tennessee.edu/utk_graddiss/2676.

Council of Science Editors:

Barlow PB. Development of the Biostatistics and Clinical Epidemiology Skills Assessment for Medical Residents. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2014. Available from: https://trace.tennessee.edu/utk_graddiss/2676


Louisiana State University

15. Craig, Susannah Fowler. Comparison of middle school student performance on photograph-based multiple-choice items and text-based multiple-choice items on a state science achievement test.

Degree: PhD, Education, 2007, Louisiana State University

 The purpose of this study was to investigate how photograph-based life science multiple-choice items influenced Louisiana science students' performance on statewide standardized tests, in comparison… (more)

Subjects/Keywords: life science test items; multiple-choice items; science assessment; human constructivism

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APA (6th Edition):

Craig, S. F. (2007). Comparison of middle school student performance on photograph-based multiple-choice items and text-based multiple-choice items on a state science achievement test. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-10302007-090619 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2693

Chicago Manual of Style (16th Edition):

Craig, Susannah Fowler. “Comparison of middle school student performance on photograph-based multiple-choice items and text-based multiple-choice items on a state science achievement test.” 2007. Doctoral Dissertation, Louisiana State University. Accessed November 28, 2020. etd-10302007-090619 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2693.

MLA Handbook (7th Edition):

Craig, Susannah Fowler. “Comparison of middle school student performance on photograph-based multiple-choice items and text-based multiple-choice items on a state science achievement test.” 2007. Web. 28 Nov 2020.

Vancouver:

Craig SF. Comparison of middle school student performance on photograph-based multiple-choice items and text-based multiple-choice items on a state science achievement test. [Internet] [Doctoral dissertation]. Louisiana State University; 2007. [cited 2020 Nov 28]. Available from: etd-10302007-090619 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2693.

Council of Science Editors:

Craig SF. Comparison of middle school student performance on photograph-based multiple-choice items and text-based multiple-choice items on a state science achievement test. [Doctoral Dissertation]. Louisiana State University; 2007. Available from: etd-10302007-090619 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2693

16. Lee, Jia-Ying. Second language reading topic familiarity and test score: test-taking strategies for multiple-choice comprehension questions.

Degree: PhD, Teaching and Learning, 2011, University of Iowa

  The main purpose of this study was to compare the strategies used by Chinese- speaking students when confronted with familiar versus unfamiliar topics in… (more)

Subjects/Keywords: multiple-choice test; reading; strategies; test score; topic familiarity; validity; Teacher Education and Professional Development

Multiple-choice Test Management Strategies ...................................................107… …completed simulated high-stakes multiple-choice test questions. Their strategies were further… …measure test-takers’ reading ability using multiple-choice questions, the iBT has fewer but… …additional objection to multiple-choice tests brought up by some opponents is that test-takers… …multiple-choice test scores to reflect students’ reading skills mastery because the scores alone… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lee, J. (2011). Second language reading topic familiarity and test score: test-taking strategies for multiple-choice comprehension questions. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/2737

Chicago Manual of Style (16th Edition):

Lee, Jia-Ying. “Second language reading topic familiarity and test score: test-taking strategies for multiple-choice comprehension questions.” 2011. Doctoral Dissertation, University of Iowa. Accessed November 28, 2020. https://ir.uiowa.edu/etd/2737.

MLA Handbook (7th Edition):

Lee, Jia-Ying. “Second language reading topic familiarity and test score: test-taking strategies for multiple-choice comprehension questions.” 2011. Web. 28 Nov 2020.

Vancouver:

Lee J. Second language reading topic familiarity and test score: test-taking strategies for multiple-choice comprehension questions. [Internet] [Doctoral dissertation]. University of Iowa; 2011. [cited 2020 Nov 28]. Available from: https://ir.uiowa.edu/etd/2737.

Council of Science Editors:

Lee J. Second language reading topic familiarity and test score: test-taking strategies for multiple-choice comprehension questions. [Doctoral Dissertation]. University of Iowa; 2011. Available from: https://ir.uiowa.edu/etd/2737

17. Draaijer, S. Supporting Teachers in Higher Education in Designing Test Items .

Degree: 2016, Vrije Universiteit Amsterdam

Subjects/Keywords: test item design / item writing / multiple-choice question / MCQ; achievement test; higher education; creativity; problem solving; ill-defined problem solving

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APA (6th Edition):

Draaijer, S. (2016). Supporting Teachers in Higher Education in Designing Test Items . (Doctoral Dissertation). Vrije Universiteit Amsterdam. Retrieved from http://hdl.handle.net/1871/54397

Chicago Manual of Style (16th Edition):

Draaijer, S. “Supporting Teachers in Higher Education in Designing Test Items .” 2016. Doctoral Dissertation, Vrije Universiteit Amsterdam. Accessed November 28, 2020. http://hdl.handle.net/1871/54397.

MLA Handbook (7th Edition):

Draaijer, S. “Supporting Teachers in Higher Education in Designing Test Items .” 2016. Web. 28 Nov 2020.

Vancouver:

Draaijer S. Supporting Teachers in Higher Education in Designing Test Items . [Internet] [Doctoral dissertation]. Vrije Universiteit Amsterdam; 2016. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1871/54397.

Council of Science Editors:

Draaijer S. Supporting Teachers in Higher Education in Designing Test Items . [Doctoral Dissertation]. Vrije Universiteit Amsterdam; 2016. Available from: http://hdl.handle.net/1871/54397

18. Cheng, Cho Kin. Effect of Multiple-choice Testing on Memory Retention – Cue-target Symmetry.

Degree: 2014, University of Toronto

This thesis investigated the testing effect, which is the tendency of testing to enhance learning and memory retention. Specifically, the thesis examines the extent to… (more)

Subjects/Keywords: testing effect; retrieval practice; multiple-choice test; memory retention; 0633; 0525

…on the accuracy on the retrieval multiple-choice test. Students performed substantially… …the initial multiple-choice test, essentially creating a study and no study condition. The… …results showed that lack of prior study led to poor performance in the multiple-choice test and… …demonstrated the same effect with a twoalternative multiple-choice test suggesting that negative… …multiple-choice test after they studied prose materials. Then, after a five-minute delay, the… 

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APA (6th Edition):

Cheng, C. K. (2014). Effect of Multiple-choice Testing on Memory Retention – Cue-target Symmetry. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/65649

Chicago Manual of Style (16th Edition):

Cheng, Cho Kin. “Effect of Multiple-choice Testing on Memory Retention – Cue-target Symmetry.” 2014. Doctoral Dissertation, University of Toronto. Accessed November 28, 2020. http://hdl.handle.net/1807/65649.

MLA Handbook (7th Edition):

Cheng, Cho Kin. “Effect of Multiple-choice Testing on Memory Retention – Cue-target Symmetry.” 2014. Web. 28 Nov 2020.

Vancouver:

Cheng CK. Effect of Multiple-choice Testing on Memory Retention – Cue-target Symmetry. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1807/65649.

Council of Science Editors:

Cheng CK. Effect of Multiple-choice Testing on Memory Retention – Cue-target Symmetry. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/65649


The Ohio State University

19. Montenegro, Maximiliano José. Identifying student mental models from their response pattern to a Physics multiple-choice test.

Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2008, The Ohio State University

 Previous work has shown that students present different misconceptions across different but similar physical situations, but the cause of these differences is still not clear.… (more)

Subjects/Keywords: Education; Energy; Higher Education; Physics; Science Education; Statistics; energy; mass; misconceptions; mental models; individual differences modeling; Bayesian statistics; multiple-choice test; Physics

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APA (6th Edition):

Montenegro, M. J. (2008). Identifying student mental models from their response pattern to a Physics multiple-choice test. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1204258539

Chicago Manual of Style (16th Edition):

Montenegro, Maximiliano José. “Identifying student mental models from their response pattern to a Physics multiple-choice test.” 2008. Doctoral Dissertation, The Ohio State University. Accessed November 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1204258539.

MLA Handbook (7th Edition):

Montenegro, Maximiliano José. “Identifying student mental models from their response pattern to a Physics multiple-choice test.” 2008. Web. 28 Nov 2020.

Vancouver:

Montenegro MJ. Identifying student mental models from their response pattern to a Physics multiple-choice test. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2020 Nov 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1204258539.

Council of Science Editors:

Montenegro MJ. Identifying student mental models from their response pattern to a Physics multiple-choice test. [Doctoral Dissertation]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1204258539

20. Sampson, Neil Edward. An Extensive Reading Approach to Teaching English Second Language Reading Comprehension with the American Language Institute at the University of Toledo.

Degree: MA, English (as a Second Language), 2013, University of Toledo

 Seven English second language students enrolled in informal reading comprehension and discussion classes through the American Language Institute at the University of Toledo were compared… (more)

Subjects/Keywords: Bilingual Education; Education; Educational Tests and Measurements; English As A Second Language; Foreign Language; Higher Education; Higher Education Administration; Language; Linguistics; Literacy; Multilingual Education; Reading Instruction; Teaching; EFL; ESL; extensive reading; intrinsic motivation; multiple-choice tests; reading comprehension; test-taking strategies; TOEFL

…to measure English L2 proficiency were a multiple-choice test and a reading comprehension… …test. The multiple-choice test assessed vocabulary and grammar knowledge by presenting an… …novels, up to that point. Yang (2001) used a multiple-choice test that assessed… …were given 30 minutes to answer 50 multiple choice comprehension questions. The written… …English grammar use to measure the language proficiency of the participants. The multiple-choice… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sampson, N. E. (2013). An Extensive Reading Approach to Teaching English Second Language Reading Comprehension with the American Language Institute at the University of Toledo. (Masters Thesis). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1383970960

Chicago Manual of Style (16th Edition):

Sampson, Neil Edward. “An Extensive Reading Approach to Teaching English Second Language Reading Comprehension with the American Language Institute at the University of Toledo.” 2013. Masters Thesis, University of Toledo. Accessed November 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1383970960.

MLA Handbook (7th Edition):

Sampson, Neil Edward. “An Extensive Reading Approach to Teaching English Second Language Reading Comprehension with the American Language Institute at the University of Toledo.” 2013. Web. 28 Nov 2020.

Vancouver:

Sampson NE. An Extensive Reading Approach to Teaching English Second Language Reading Comprehension with the American Language Institute at the University of Toledo. [Internet] [Masters thesis]. University of Toledo; 2013. [cited 2020 Nov 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1383970960.

Council of Science Editors:

Sampson NE. An Extensive Reading Approach to Teaching English Second Language Reading Comprehension with the American Language Institute at the University of Toledo. [Masters Thesis]. University of Toledo; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1383970960

.