ERIC Number: ED334261
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: N/A
Recognition Versus Recall Test Formats: A Correlational Analysis.
Thiede, Keith W.; And Others
A correlational analysis was performed to examine the relationship between recognition and recall test formats. A total of 236 college students completed one of four 80-item general knowledge tests; the forms contained 20 items of each of four formats: (1) true; (2) false; (3) multiple-choice; and (4) free response. Ninety-three of the subjects attended the University of Minnesota, and 143 students attended the University of Wisconsin at River Falls. The analysis justified consideration of the true and false items of the true-false test as separate formats. The results fail to support hypotheses which suggest that recognition and recall tests require differential thought processes. Each recognition test format correlated most highly with the free-response (recall) test format. Furthermore, the multiple-choice test correlated more highly with the free-response test than did either the true or false test formats; this difference was significant beyond the 0.05 level. These findings provide evidence that a relationship exists between recognition and recall thought processes. The ability to recognize facts is likely to be a subset of the ability to recall facts, rather than a distinct thought process. Three tables and one figure present study data. (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Free Response Test Items
Note: Paper presented at the Annual Meeting of the National Council on Measurement in Education (Chicago, IL, April 3-6, 1991).