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Achievement Tests in Biology

The American Biology Teacher, 1941
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The Distinct Roles of Personal and Perceived School Intelligence Mindsets in Learning Motivation and Achievement. [PDF]

J Intell
Zhang K, He WJ, Jiang HF.
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Testing: Achievements and Frustrations

The IEEE Computer Society's Second International Computer Software and Applications Conference, 1978. COMPSAC '78., 2005
An overview of some of the current program validation techniques is given. Though a variety of such techniques exist, it is now commonly agreed that program testing is an essential part of the program development process. Two testing methodologies, functional and structural, are described and a case made for combining both methodologies.
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Achievement Testing

Journal of European Industrial Training, 1979
We all indulge in assessing other people, whether they be our friends, colleagues, superiors or subordinates. Soon after meeting someone for the first time you will probably have made some ort of assessment of the sort of person he is, his competencies, weaknesses and potential.
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Achieving communication coverage in testing

ACM SIGSOFT Software Engineering Notes, 2006
This paper considers the problem of testing the communication between components of a timed distributed software system. We assume that communication is specified using timed interface automata and use computational tree logic (CTL) to define coverage criteria that refer to send- and receive-statements and communication paths.
Christopher Robinson-Mallett, Robert M. Hierons, Peter Liggesmeyer   +2 more
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Cumulative achievement testing: Progress testing in reverse

Medical Teacher, 2010
This collaborative project between the National Board of Medical Examiners (NBME) and Case Western Reserve University (CWRU) School of Medicine explored the design and use of cumulative achievement tests in basic science education. In cumulative achievement testing, integrative end-of-unit tests are deliberately constructed to systematically retest ...
D B, Swanson, K Z, Holtzman, A, Butler
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Discovering discriminative test items for achievement tests

Expert Systems with Applications, 2012
One of the essential goals of test designing is to select items with the most discriminative power. In the past, most research has assumed there is no dependent relationship among test items, so that test papers are often produced by selecting items with individual discriminations.
Yu-Chin Liu, Po-Jung Chen
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Graded Achievement, Tested Achievement, and Validity

Educational Assessment, 2015
Twenty-eight studies of grades, over a century, were reviewed using the argument-based approach to validity suggested by Kane as a theoretical framework. The review draws conclusions about the meaning of graded achievement, its relation to tested achievement, and changes in the construct of graded achievement over time.
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Hewitt's Tennis Achievement Test

Research Quarterly. American Association for Health, Physical Education and Recreation, 1966
Abstract Hewitt's tennis achievement test evaluates three basic skills in tennis at the university level—service, forehand, and backhand drives. By use of the “test-retest” method reliabilities range from .75 to .94. Validity coefficients for each of the three skills in tennis when compared with individuals' rank order of play ability range from .52 to
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CONSTRUCTING CLASSROOM ACHIEVEMENT TESTS

Nurse Educator, 1978
The primary criterion of a good classroom assessment instrument is that it reflect the proposed learning objectives. Consequently, defining objectives becomes the first step in evaluation. Without objectives, instructors find themselves teaching one thing and testing for another.
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