ERIC Number: ED111873
Record Type: RIE
Publication Date: 1975-Apr
Reference Count: 0
The Construction of Matching Tests: An Empirical Statement.
Shannon, Gregory A.
Matching test (MT) construction techniques were compared. These included: (a) MT instruction that limit the number of times responses can be selected to once, rather than more than once; (2) MTs that are organized in groups of five premises, or stems, rather than in groups of ten premises; and (3) MTs designed to measure knowledge, rather than a higher-order achievement level such as comprehension or synthesis. The subjects were 196 undergraduate students enrolled in an introductory educational psychology course offered at the University of Pittsburgh. Significantly higher scores were observed for MTs organized in groups of five premises and for MTs designed to measure higher-order achievement levels. A recommendation is made to organize MTs in groups of five premises. The absence of significant interactions suggests that this recommendation may apply for MTs designed to measure either knowledge or some higher order achievement. Also, a special advantage of MTs in the assessment of partial knowledge is discussed. (Author/RC)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Council on Measurement in Education (Washington, D.C., March 31-April 2, 1975)