Application of the Rasch model to data from 267 naval personnel taking a multiple-choice test subject to guessing indicates that goodness of fit is a problem small enough to ignore, but that modification to account for guessing may be necessary for accurate equating. (SLD)

Data from 10,000 college applicants, who had taken the Scholastic Aptitude Test-Verbal, were used to assess claims that guessing improves formula scores. Number of items attempted, a guessing index, the formula score, and an approximation of an ability score were obtained. Success in guessing is proportional to examinee ability. (TJH)

A method of item factor analysis is described, which is based on Thurstone's multiple-factor model and implemented by marginal maximum likelihood estimation and the EM algorithm. Also assessed are the statistical significance of successive factors added to the model, provisions for guessing and omitted items, and Bayes constraints. (TJH)

This study compared the reliability and validity indexes of randomly parallel tests administered under inclusion, exclusion, and correction for guessing directions, using 54 graduate students. It also compared the criterion-referenced grading decisions based on the different scoring methods. (TJH)

One-parameter and three-parameter item response theory (IRT) model estimates were compared with estimates obtained from two modified one-parameter models that incorporated a constant nonzero guessing parameter. Using small-sample simulation data (50, 100, and 200 simulated examinees), modified 1-parameter models were most effective in estimating…

A model is presented for item responses when different subjects use different strategies, but only responses--not choice of strategy--can be observed. Substantive theory is used to differentiate the likelihoods of response vectors under a fixed set of strategies, and response probabilities are modeled via item parameters for each strategy. (TJH)

Undergraduates completed a questionnaire after using the Immediate Feedback Assessment Technique (IFAT), a commercially available answer form for multiple-choice (MC) testing that can be used easily and conveniently with large classes. This simple new technique for MC testing provides immediate feedback for each item in an answer-until-correct…

Time limits on some computer-adaptive tests (CATs) are such that many examinees have difficulty finishing, and some examinees may be administered tests with more time-consuming items than others. Results from over 100,000 examinees suggested that about half of the examinees must guess on the final six questions of the analytical section of the…

Three- and 4-year-old children were tested using videos of puppets in various versions of a theory of mind change-of-location situation, in order to answer several questions about what children are doing when they pass false belief tests. To investigate whether children were guessing or confidently choosing their answer to the test question, a…

This paper focuses on Smith's (1982) concept of test-wiseness strategies, describing several approaches that may maximize guessing on multiple-choice exams. Several previous studies indicated that the average level of performance increased when guessing was encouraged and decreased with instructions advising against guessing. Several studies were…

The authors state that this monograph provides information on how teachers and other school officials may assist students to score better on tests. The emphasis is on the development of test-taking skills, rather than on cognitive development. The contents include: (1) matching objectives, instruction, and testing; (2) assessment and test anxiety;…

Investigates the reliability and validity of scores yielded from a new scoring formula. (Author/DEP)

As an informational aid for students who are planning to take NLN (National League of Nursing) Achievement Tests, the text and accompanying exercises in this module describe NLN testing procedures and fundamental test-taking skills. After introductory material discussing the importance of mastering test-taking skills, the module describes how to…

A comparison was made between four different scoring procedures for the 45-item Reading Comprehension subtest, Level I, of the Comprehensive Test of Basic Skills, Form S, for a sample of 1,000 third grade students. These students were selected to have been among those who omitted from 3 to 22 of the 45 items. Another representative sample of 1,300…