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A review of relationships between item sequence and performance on multiple-choice exams.
12 references·0 citing·40 second hop
A review of relationships between item sequence and performance on multiple-choice exams. (2017)A review of relationships between item se…Effects of Item Order on Test Scores (2015)Effects of Item Order on Test…Test Item Order, Level of Difficulty, and Student Performance in Marketing Education (2012)Test Item Order, Level of Dif…Evaluation parameters for computer‐adaptive testing (2005)Evaluation parameters for com…The Equivalence of Paper-and-Pencil and Computer-Based Testing (1996)The Equivalence of Paper-and-…Altering the Level of Difficulty in Computer Adaptive Testing (1992)Altering the Level of Difficu…The Perceived Competence Scale for Children (1982)The Perceived Competence Scal…EFFECTS OF ITEM ARRANGEMENT, KNOWLEDGE OF ARRANGEMENT TEST ANXIETY AND SEX ON TEST PERFORMANCE (1982)EFFECTS OF ITEM ARRANGEMENT, …The Effects of Item Order on Test Performance and Stress (1974)The Effects of Item Order on …ITEM DIFFICULTY LEVEL AND SEQUENCE EFFECTS IN MULTIPLE‐CHOICE ACHIEVEMENT TESTS (1972)ITEM DIFFICULTY LEVEL AND SEQ…TEST ITEM ARRANGEMENT, TESTING TIME, AND PERFORMANCE (1970)TEST ITEM ARRANGEMENT, TESTIN…Interaction effects of item-difficulty sequence and achievement-anxiety reaction on academic performance. (1968)Interaction effects of item-d…Test difficulty, reliability, and discrimination as functions of item difficulty order. (1964)Test difficulty, reliability,…Response Sets and Test Validity (1946)Anxiety in academic achievement situations. (1960)Manual for the State-Trait Anxiety Inventory (1970)Differential Performance of Males and Females on Easy to Hard Item Arrangements: Influence of Feedback at the Item Level (1983)Statistical principles in experimental design. (1962)Measuring Educational Achievement (1966)Constructing achievement tests (1968)Ability Measurement: Conventional or Adaptive. (1973)A Meta-Analytic Investigation of the Effect of Various Test Item Characteristics on Test Scores and Test Completion Times (1992)Educational measurement and evaluation (1943)EFFECTS OF ANXIETY TYPE AND ITEM‐DIFFICULTY SEQUENCING ON MATHEMATICS TEST PERFORMANCE* (1975)A study of anxiety and learning. (1952)Mathematics Anxiety Rating Scale: Predicting anxiety experiences and academic performance in two groups of students. (1978)An Examination of Item Context Effects, DIF, and Gender DIF (2001)Functions of Varied Experience (1963)Tests and Measurements (1989)Fundamentals of item response theory (1992)Applications of Item Response Theory To Practical Testing Problems (2012)Standards for Educational and Psychological Testing. (2017)Experimental and Quasi-Experimental Designs for Research (1963)Statistical Theories of Mental Test Scores (1969)Foundations of Behavioral Research (1974)Comparability of Conventional and Computerized Tests of Reading in a Second Language (2001)Developing web-based curricula: Issues and challenges (2002)Post-graduate student performance in ‘supervised in-class’ vs. ‘unsupervised online’ multiple choice tests: implications for cheating and test security (2014)SOLVING MEASUREMENT PROBLEMS WITH THE RASCH MODEL (1977)Rating scale analysis (1982)APPLICATION OF COMPUTERIZED ADAPTIVE TESTING TO EDUCATIONAL PROBLEMS (1984)An Empirical Study of Computerized Adaptive Test Administration Conditions (1994)A Comparison of Item Selection Techniques and Exposure Control Mechanisms in CATs Using the Generalized Partial Credit Model (2002)An Information-Processing-Based Conceptual Framework of the Effects of Unproctored Internet-Based Testing Devices on Scores on Employment-Related Assessments and Tests (2017)Motivation reconsidered: The concept of competence. (1963)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Conceiving the self (1979)The support of autonomy and the control of behavior. (1987)Academic Self-Concept and Self-Efficacy: How Different Are They Really? (2003)Engagement and disaffection in the classroom: Part of a larger motivational dynamic? (2008)The Effects of Knowledge of Item Arrangement, Gender, and Statistical and Cognitive Item Difficulty on Test Performance (1987)Effect of Varying Item Order on Multiple-Choice Test Scores: Importance of Statistical and Cognitive Difficulty (1988)Multilevel Modeling of Item Position Effects (2013)
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References

  • 1982The Perceived Competence Scale for Children3,639 cited
  • 1996The Equivalence of Paper-and-Pencil and Computer-Based Testing169 cited
  • 1974The Effects of Item Order on Test Performance and Stress65 cited
  • 1964Test difficulty, reliability, and discrimination as functions of item difficulty order.55 cited
  • 1970TEST ITEM ARRANGEMENT, TESTING TIME, AND PERFORMANCE50 cited
  • 1968Interaction effects of item-difficulty sequence and achievement-anxiety reaction on academic performance.45 cited
  • 2005Evaluation parameters for computer‐adaptive testing42 cited
  • 1992Altering the Level of Difficulty in Computer Adaptive Testing42 cited
  • 2015Effects of Item Order on Test Scores41 cited
  • 1982EFFECTS OF ITEM ARRANGEMENT, KNOWLEDGE OF ARRANGEMENT TEST ANXIETY AND SEX ON TEST PERFORMANCE40 cited
  • 1972ITEM DIFFICULTY LEVEL AND SEQUENCE EFFECTS IN MULTIPLE‐CHOICE ACHIEVEMENT TESTS37 cited
  • 2012Test Item Order, Level of Difficulty, and Student Performance in Marketing Education32 cited

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