Effects of Anxiety Type and Item-Difficulty Sequencing on Mathematics Test Performance

Investigates the effects of three different item-difficulty sequenced test forms on performance and the anxiety-type by item-difficulty sequence interaction described by Munz and Smouse. Also investigates the assumption of Munz and Smouse that item-difficulty sequences are progressively more arousing or provoking in the order: random, easy-to-hard, hard-to-easy. (RC)