HUMOR IN EDUCATIONAL TESTING - A REVIEW AND DISCUSSION

Studies including humor in testing were reviewed using performance and self-report criteria. With effects of humor judged using performance (test score) criteria, no supporting main effects were found. However, researchers found interactions with anxiety, gender, stress instructi ons, and humor appreciation. Humor affected students' perceptions of t esting; with self-report criteria, there were supportive main effects and an interaction with humor type and field independence. Findings ar e discussed in terms of the construct of humor, humor type, format, an d criteria measures. Additional topics for discussion include interact ions, receiving a humor treatment, problematical subgroups, and implic ations for research and practice. Would testing be more humane with hu mor included? Test developers might consider including humor in tests, especially under certain conditions.