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The relationship between assessment and instruction preferences of undergraduate students was examined as well as the extent to which the combined set of preferences differentiates among four groups of students defined by their levels of test anxiety and learning strategies (high in both, low in both or high in one and low in the other). The results indicated a perceived alignment between instruction and assessment with respect to preferences and lent support to the integrated model of test anxiety. The discussion highlighted the need for a dialogue between instructors and students in order to structure expectations to fit the goals of higher education in the knowledge age.

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The purpose of the present study was to examine the effect of response format—open-ended (OE) versus multiple-choice (Me)—on the diagnosis of examinee misconceptions in a procedural task. A test in fraction addition arithmetic was administered to 285 eighthgrade students, 148 of whom responded to the OE version of the test and 137 to the MC version. The two datasets were compared with respect to the underlying structure of the test, the number of different error types, and the diagnosed sources of misconception (bugs) reflected in the response patterns. The overall results indicated considerable differences between the two formats, with more favorable results for the OE format. The effect of item format on examinee responses Control Data Corporation.

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