ERIC Number: ED255575
Record Type: RIE
Publication Date: 1985-Apr
Reference Count: 0
Partial Information and the "Correction" for Guessing.
Frary, Robert B.; And Others
Students in an introductory college course (n=275) responded to equivalent 20-item halves of a test under number-right and formula-scoring instructions. Formula scores of those who omitted items overaged about one point lower than their comparable (formula adjusted) scores on the test half administered under number-right instructions. In contrast, average scores of students without omissions were nearly equal on the two halves. This interaction was statistically significant. This finding is contrasted with recently published results to the contrary, and reasons for this discrepancy are suggested. Support by measurement specialists for the use of formula scoring is analyzed in light of these findings and of misconceptions about formula scoring which are widespread among educators and the general public. It is concluded that the use of formula scoring to enhance the image of testing among this constituency is unethical. Appendices contain the written and oral instructions to the examinees and the questionnaire used to evaluate these instructions. (Author/DWH)
Publication Type: Speeches/Meeting Papers; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Identifiers: Instructions; Test Score Variance
Note: Paper presented at the Annual Meeting of the National Council on Measurement in Education (Chicago, IL, April 1-3, 1985).