A method of estimating the parameters of the Rasch Model removing the effect of ramdom guessing is presented. The procedure is an application of the ARRG (Abilities Removing Random Guessing) model recently developed for two parameter latent trait models. Under the Rasch model ARRG provides for estimation of abilities, removing the effects of…

The relationship between true ability (operationally defined as the number of items for which the examinee actually knew the correct answer) and the effects of guessing upon observed test variance was investigated. Three basic hypotheses were treated mathematically: there is no functional relationship between true ability and guessing success;…

A hand-scoring system for a three-level confidence-marking scheme for short answer and multiple-choice tests is described. The scoring system is for a test where the student is asked to indicate for each answer whether the probability of his being correct is more than 1/2 (sure), 1/2 (neutral), or less than 1/2 (guess). The effect of the system is…

A learning program in test-taking skills is proposed as a method of decreasing errors of measurement and testing handicaps. (GS)

In studies involving judgments of similarity or dissimilarity, a variety of other variables may also be measured. In such cases, there are important advantages to joint analyses of the dissimilarity and collateral variables. A variety of models are described for relating these and algorithms are described for fitting these to data. (Author/JKS)

The negative bias of biserial correlations in the presence of guessing is demonstrated by Monte Carlo studies, and another estimator is described that is free of such bias. The usual biserial-correlation assumptions and assumptions about guessing are discussed. Brogden's coefficient of selective efficiency and the triserial correlation are…

Compares methods of scoring multiple-choice tests and discusses right-number scoring, guessing, and omitted items. Test instructions and answer changing are addressed, and attempts to weight test items are reviewed. It is concluded that, since innovations in test scoring are not well-established, the number right method is most appropriate. (RAO)

The impact of repeated and prolonged attempts at remembering on false memory rates was assessed in three experiments. Participants saw and imagined pictures and then made repeated recall attempts before taking a source memory test. Although the number of items recalled increased with repeated tests, the net gains were associated with more source…

In a review of relevant literature, it is argued that correction for guessing formulas should not be used. It is contended that such formulas correct for guessing that does not really exist in a noticeable amount, penalize those students who have low self-esteem and self-confidence, correct for errors that are not necessarily errors, benefit risk…

A model is presented for item responses when different examinees use different strategies to arrive at their answers and when only those answers, not choice or strategy or subtask results, can be observed. Using substantive theory to differentiate the likelihoods of response vectors under a fixed set of solution strategies, responses are modeled…

The purpose of this study was to assess the effects of correlated dimensions and differential ability on one dimension on parameter estimation when using a two-dimensional item response theory model. Multidimensional analysis of simulated two-dimensional item response data fitting the M2PL model of M. D. Reckase (1985, 1986) was conducted using…

Current usage and theory of standard error of measurement calls for one standard error of measurement figure to be used across all levels of scoring. The study revealed that scoring variance across scoring levels is not constant. As scoring ability increases scoring variance decreases. The assertion that low and high scoring subjects will…