The Moderating Effects of Item Order Arranged by Difficulty on the Relationship between Test Anxiety and Test Performance

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Creative Education

ISSN Print: 2151-4755
ISSN Online: 2151-4771
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"The Moderating Effects of Item Order Arranged by Difficulty on the Relationship between Test Anxiety and Test Performance"
written by Huilin Chen,
published by Creative Education, Vol.3 No.3, 2012

has been cited by the following article(s):

Google Scholar
CrossRef

[1]	Interactive Effect of Order of Items and Test Anxiety on Students' Academic Performance
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[3]	Item order and speededness: Implications for test fairness in higher educational high-stakes testing
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[7]	Effects of item sequencing in multiple-choice tests on senior high school students' academic performance in the Kumasi metropolis: the moderating role of gender
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[8]	A Phenomenological Qualitative Approach to the Challenges Deployed Military Service Members Face when Transitioning from Military Service into a Leadership …
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[9]	Effects of item sequencing in multiple-choice tests on senior high school students' academic performance in the Kumasi metropolis: the moderating role of …
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[10]	Generation and mining of medical, case-based multiple choice questions
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[11]	Study on General Anxiety of Higher Secondary Students in relation to Their Academic Streams, Localities and Gender
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[12]	Development of the BioCalculus Assessment (BCA)
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[13]	Psychometric Properties of Raven's Advanced Progressive Matrices with a Sample of Malaysian Youth.
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[14]	A review of the literature concerning anxiety for educational assessments
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[15]	Saudi EFL Learners' Test Anxiety Levels during CBT and PBT.
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[16]	Relationship between Test Item Arrangements and Testee's Performance and Test Usefulness Criteria
	International Journal of English Language Teaching, 2019

[17]	An exploration of students' voices on the English graduation benchmark policy across Northern, Central and Southern Vietnam
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[18]	Saudi EFL Learners' Test Anxiety Levels during CBT and PBT
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[19]	Do individual differences in test-takers' appraisal of admission testing compromise measurement fairness?
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[20]	Prüfen mit Multiple Choice: Kompetent planen, entwickeln, durchführen und auswerten
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[21]	Comparative study on self-confidence and anxiety among male and female players
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[22]	A Multiple-case Study of Self-perceived Affective Experiences and Self-reported Foreign Language Performances from a Dynamic Systems Theory Perspective
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[23]	The Relationship Between Test Anxiety and Standardized Test Scores
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[24]	A multiple-case study of self-perceived affective experiences and self-reported foreign language performances from a dynamic systems theory perspective.
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[25]	Değişen madde fonksiyonunu belirlemede DINA modelde işaretli alan indeksi, standardizasyon ve lojistik regresyon tekniklerinin karşılaştırılması
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[26]	STIMULEREN TOT PERFECTIE: EEN EXPERIMENTELE STUDIE OVER HET EFFECT OP HET MOTIVATIONEEL EN COGNITIEF FUNCTIONEREN
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[27]	Academic anxiety among secondary school students in relation to time management competency
	International Journal of Physical and Social Sciences, 2015

[28]	Comparing different explanations of the effect of test anxiety on respondents' test scores
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[29]	An Evaluation of the Impact of the Kaplan Tutorial Program on College and Career Readiness
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[30]	Examining the correlation of test anxiety, test-wiseness, student motivation, and metacognition of Praxis I scores at an historically Black university
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[31]	EFFECTS OF ACADEMIC ANXIETY ON THE PERFORMANCE OF STUDENTS WITH AND WITHOUT LEARNING DISABLITIES AND HOW STUDENTS CAN COPE WITH ANXIETY AT SCHOOL
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[33]	RELATIONSHIP BETWEEN ANXIETY DISORDERS AND ACADEMIC ACHIEVEMENT IN MATHEMATICS AMONG SENIOR SECONDARY SCHOOL …
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[1]	Item order and speededness: implications for test fairness in higher educational high-stakes testing Assessment & Evaluation in Higher Education, 2022 DOI:10.1080/02602938.2021.1991273

[2]	Functional Measurement Applied to Engineering Students’ Test Anxiety Judgment for Online and Face-to-face Tests European Journal of Educational Research, 2021 DOI:10.12973/eu-jer.10.3.1599

[3]	Functional Measurement Applied to Engineering Students’ Test Anxiety Judgment for Online and Face-to-face Tests European Journal of Educational Research, 2021 DOI:10.12973/eu-jer.10.3.1599

[4]	Functional Measurement Applied to Engineering Students’ Test Anxiety Judgment for Online and Face-to-face Tests European Journal of Educational Research, 2021 DOI:10.12973/eu-jer.10.3.1599

[5]	Development of the BioCalculus Assessment (BCA) CBE—Life Sciences Education, 2020 DOI:10.1187/cbe.18-10-0216

[6]	Do individual differences in test-takers' appraisal of admission testing compromise measurement fairness? Intelligence, 2019 DOI:10.1016/j.intell.2019.01.006

[7]	An exploration of students’ voices on the English graduation benchmark policy across Northern, Central and Southern Vietnam Language Testing in Asia, 2019 DOI:10.1186/s40468-019-0091-x

[8]	Comparing different explanations of the effect of test anxiety on respondents' test scores Intelligence, 2014 DOI:10.1016/j.intell.2013.11.003

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	1655362766

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