Influence of True/False Tests and First Language on Engineering Students' Test Scores

Abstract

True/false and open‐ended test scores were compared for an undergraduate engineering course. There was good correlation between the scores indicating that the use of true/false test items did not alter ranking of students regardless of whether or not their first language was English. Use of a mix of test item types is recommended since this permits testing over a greater fraction of the course content, encourages students to study, and is an efficient use of instructor time.

Not Me, Not Here: Adjunct Faculty Perceptions of Grade Inflation at U.S. Colleges and Universities

“…Better grades lead to higher student morale, which, in turn, boosts retention rates. Better grades also permit students to continue receiving the required grants, loans, and scholarships and, thus, to have the financial ability to continue their education and to support the college that has offered them satisfactory service (Lackey & Lackey, 2006).…”

Political Terrorism and the Rules of Just War

“…(Douglas Lackey notes, for instance, that if it is true that the American bombing of Libya in 1986 had as one of its targets Colonel Qaddafi's tent, and that it hence was no accident that an adopted daughter of his was killed in the attack, then "the American attack, directed at civilians for political purposes, must be considered an act of terrorism".) 14 Now the moral restriction placed on anti-terrorist operations applies to means as well as to ends. It does not suffice to declare that one intends to strike only against known terrorist bases.…”

Public and Private School Grade Inflations Patterns in Secondary Education

“…Awarding similar grades to highly qualified and less-qualified students can result in lower effort and achievement among students (DeFraja & Landeras, 2006), especially highachieving students (Lackey & Lackey, 2006;Pressman, 2007). Inflating grades may also be unfair to high-performing students, as their grades diminish in value relative to their lower-performing peers (Chan et al, 2007;Finefter-Rosenbluh & Levinson, 2015).…”