Abstract:The main objective of the study was to determine the validity, reliability and item analysis of the AMAIUB Admission test. A multiple-choice test of 150 items was finalized after pilot study. The test was administered to a sample of incoming college freshmen. Separate sheets were provided to students included in the sample. Several work sheets were prepared to perform item analysis. Classical test theory method was used in the analyses of the data. Item analysis, difficulty index, and discriminatory index were calculated. The reliability coefficient was 0.86 and 0.82 for English and Mathematics tests, respectively indicating high reliability of the whole instrument.

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Teaching Style Inventory designed to examine teachers" affective learning goals for their students and teaching methods used to support their learning goals. It is a diagnostic tool for curriculum designers and professional development specialists. This paper is a qualitative and quantitative research study that aimed to investigate the teaching style inventory of teacher-education and non-teacher education faculty in terms of educational philosophy, instructional planning, teaching methods, teaching environment, evaluation techniques, managing interactions in the class, and instructional effectiveness. Results showed that the two groups of faculty differ significantly in their teaching style inventory as assessed and evaluated by academic department heads and faculty. It is recommended that further revitalization be made on the teaching beliefs and teaching styles of teacher-education and non-teacher education faculty suited to international students for instructional effectiveness.