Effect of the closed‐response format on modified rhyme test scores

1973 ◽  
Vol 53 (4) ◽  
pp. 1169-1171
Author(s):  
Carl E. Williams ◽  
Barbara Woods Levin ◽  
Michael H. L. Hecker
Keyword(s):  
Test Scores ◽  
Response Format ◽  
Modified Rhyme Test

scholarly journals Effect of the Closed‐Response Format on Modified Rhyme‐Test Scores

1966 ◽  
Vol 40 (5) ◽  
pp. 1256-1256
Author(s):  
Carl E. Williams ◽  
B. Woods ◽  
Michael H. L. Hecker
Keyword(s):  
Test Scores ◽  
Response Format ◽  
Modified Rhyme Test

scholarly journals A Comparability Study of Text Difficulty and Task Characteristics of Parallel Academic IELTS Reading Tests

2019 ◽  
Vol 13 (1) ◽  
pp. 31
Author(s):  
Linyu Liao
Keyword(s):  
Test Scores ◽  
Standardized Test ◽  
Test Development ◽  
Task Characteristics ◽  
Future Research ◽  
Response Format ◽  
Text Difficulty ◽  
Reading Tests ◽  
High Stakes ◽  
And Task

As a high-stakes standardized test, IELTS is expected to have comparable forms of test papers so that test takers from different test administration on different dates receive comparable test scores. Therefore, this study examined the text difficulty and task characteristics of four parallel academic IELTS reading tests to reveal to what extent the four tests were comparable in terms of text difficulty, construct coverage, response format, item scope, and task scope. The Coh-Metrix-TEA software was used for the text difficulty analyses and expert judgments were used for task characteristics analyses. The results show that the four reading tests were partly comparable in text difficulty, comparable in terms of construct coverage and item scope, but not comparable in terms of response format and task scope. Based on the findings, implications were discussed on test development and future research.

Earmold Influence on Aided Speech Identification Tasks

1970 ◽  
Vol 13 (1) ◽  
pp. 162-172 ◽  
Author(s):  
Jerry L. Northern ◽  
Karl W. Hattler
Keyword(s):  
Hearing Aids ◽  
Test Scores ◽  
Signal To Noise Ratio ◽  
Speech Discrimination ◽  
Ear Canal ◽  
Signal To Noise ◽  
Discrimination Ability ◽  
Comfortable Loudness ◽  
Modified Rhyme Test ◽  
Speech Identification

The physical characteristics of hearing aids are modified when the instrument is coupled with an earmold and fitted to an ear canal. This study compares the electroacoustic characteristics of four specific earmold variations with behavioral speech audiometric tasks in five normal-hearing and seven sensorineural-hearing-loss subjects. Speech-Bekesy thresholds were obtained under each earmold condition with continuous discourse for detectability, intelligibility, most comfortable loudness, and tolerance. Speech discrimination ability was evaluated with the Modified Rhyme Test in three signal-to-noise ratio conditions. Significant differences in test scores attributable to earmold modification were difficult to demonstrate, in spite of the fact that substantial variations in the ear inserts were readily apparent in both structural and electroacoustics analysis.

Does a balanced test form regarding selected-response and constructed-response items overcome gender gap in test scores? An analysis of the format-gender relation in the test of economic-civic competence

2019 ◽  
Vol 18 (3) ◽  
pp. 158-176 ◽  
Author(s):  
Nicole Ackermann ◽  
Christin Siegfried
Keyword(s):  
Prior Knowledge ◽  
Gender Gap ◽  
Test Scores ◽  
Test Score ◽  
Female Students ◽  
Male Students ◽  
Response Format ◽  
Test Form ◽  
Constructed Response ◽  
Civic Competence

Studies indicate that male students outperform female students in economic literacy and that a specific item format (selected-response, constructed-response) favours either males or females. This study analyses the relationship between item format and gender in economic-civic competence using the WBK-T2 test (“revidierter Test zur wirtschaftsbürgerlichen Kompetenz”). The WBK-T2 encompasses 32 items, of which 53% have a selected-response format and 47% a constructed-response format. To answer the research questions, we used a sample of 375 Swiss high school students and ran T-tests and multiple regression analyses. Male students significantly outperformed female students in the overall test score, in the selected-response test score and in the constructed-response test score, but effect sizes are rather small. Interest in socio-economic issues predicted but did not moderate the test scores; however, prior knowledge in economics did. Our results indicate that the balanced test form of the WBK-T2 regarding selected-response and constructed-response items does overcome the gender gap in overall test scores and format-related test scores for students with prior economic knowledge. However, this does not apply for students without prior knowledge in economics. Thus, there must be other test-external variables, such as prior knowledge in economics that cause the gender gap in economic-civic competence.

Effects of white noise on Callsign Acquisition Test and Modified Rhyme Test scores

Ergonomics ◽  
2011 ◽  
Vol 54 (2) ◽  
pp. 139-145 ◽  
Author(s):  
Misty Blue-Terry ◽  
Tomasz Letowski
Keyword(s):  
White Noise ◽  
Test Scores ◽  
Modified Rhyme Test

Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Clinical Setting ◽  
Test Performance ◽  
Test Scores ◽  
Preschool Age ◽  
Speech And Language ◽  
Black And White ◽  
Drawing Test ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

What Do We Want Them To Be When They Grow Up?

2010 ◽  
Vol 20 (1) ◽  
pp. 27-31
Author(s):  
Lyn Robertson
Keyword(s):  
Hearing Loss ◽  
Social Development ◽  
Young Women ◽  
Hearing Aids ◽  
Test Scores ◽  
Spoken Language ◽  
Language Therapy ◽  
Profound Hearing Loss ◽  
Children With Hearing Loss ◽  
Learning To Listen

Abstract Learning to listen and speak are well-established preludes for reading, writing, and succeeding in mainstream educational settings. Intangibles beyond the ubiquitous test scores that typically serve as markers for progress in children with hearing loss are embedded in descriptions of the educational and social development of four young women. All were diagnosed with severe-to-profound or profound hearing loss as toddlers, and all were fitted with hearing aids and given listening and spoken language therapy. Compiling stories across the life span provides insights into what we can be doing in the lives of young children with hearing loss.

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