NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 1 to 15 of 18 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Hohensinn, Christine; Kubinger, Klaus D. – Educational and Psychological Measurement, 2011
In aptitude and achievement tests, different response formats are usually used. A fundamental distinction must be made between the class of multiple-choice formats and the constructed response formats. Previous studies have examined the impact of different response formats applying traditional statistical approaches, but these influences can also…
Descriptors: Item Response Theory, Multiple Choice Tests, Responses, Test Format
Peer reviewed Peer reviewed
Shaha, Steven H. – Educational and Psychological Measurement, 1984
It was hypothesized that matching test formats would reduce test anxiety. Three experiments were conducted in which high school juniors and seniors took parallel matching and multiple-choice tests covering topics of prior knowledge or recently learned information. Results showed that matching tests were superior to multiple choice formats.…
Descriptors: High Schools, Multiple Choice Tests, Objective Tests, Scores
Peer reviewed Peer reviewed
Mentzer, Thomas L. – Educational and Psychological Measurement, 1982
Evidence of biases in the correct answers in multiple-choice test item files were found to include "all of the above" bias in which that answer was correct more than 25 percent of the time, and a bias that the longest answer was correct too frequently. Seven bias types were studied. (Author/CM)
Descriptors: Educational Testing, Higher Education, Multiple Choice Tests, Psychology
Peer reviewed Peer reviewed
Green, Kathy; And Others – Educational and Psychological Measurement, 1982
Achievement test reliability and validity as a function of ability were determined for multiple sections of a large undergraduate French class. Results did not support previous arguments that decreasing the number of options results in a more efficient test for high-level examinees, but less efficient for low-level examinees. (Author/GK)
Descriptors: Academic Ability, Comparative Analysis, Higher Education, Multiple Choice Tests
Peer reviewed Peer reviewed
Bruno, James E.; Dirkzwager, A. – Educational and Psychological Measurement, 1995
Determining the optimal number of choices on a multiple-choice test is explored analytically from an information theory perspective. The analysis revealed that, in general, three choices seem optimal. This finding is in agreement with previous statistical and psychometric research. (SLD)
Descriptors: Distractors (Tests), Information Theory, Multiple Choice Tests, Psychometrics
Peer reviewed Peer reviewed
Trevisan, Michael S.; And Others – Educational and Psychological Measurement, 1994
The reliabilities of 2-, 3-, 4-, and 5-choice tests were compared through an incremental-option model on a test taken by 154 high school seniors. Creating the test forms incrementally more closely approximates actual test construction. The nonsignificant differences among the option choices support the three-option item. (SLD)
Descriptors: Distractors (Tests), Estimation (Mathematics), High School Students, High Schools
Peer reviewed Peer reviewed
Owen, Steven V.; Froman, Robin D. – Educational and Psychological Measurement, 1987
To test further for efficacy of three-option achievement items, parallel three- and five-option item tests were distributed randomly to college students. Results showed no differences in mean item difficulty, mean discrimination or total test score, but a substantial reduction in time spent on three-option items. (Author/BS)
Descriptors: Achievement Tests, Higher Education, Multiple Choice Tests, Test Format
Peer reviewed Peer reviewed
Knowles, Susan L.; Welch, Cynthia A. – Educational and Psychological Measurement, 1992
A meta-analysis of the difficulty and discrimination of the "none-of-the-above" (NOTA) test option was conducted with 12 articles (20 effect sizes) for difficulty and 7 studies (11 effect sizes) for discrimination. Findings indicate that using the NOTA option does not result in items of lesser quality. (SLD)
Descriptors: Difficulty Level, Effect Size, Meta Analysis, Multiple Choice Tests
Peer reviewed Peer reviewed
Trevisan, Michael S.; And Others – Educational and Psychological Measurement, 1991
The reliability and validity of multiple-choice tests were computed as a function of the number of options per item and student ability for 435 parochial high school juniors, who were administered the Washington Pre-College Test Battery. Results suggest the efficacy of the three-option item. (SLD)
Descriptors: Ability, Comparative Testing, Distractors (Tests), Grade Point Average
Peer reviewed Peer reviewed
Plake, Barbara S.; Ansorge, Charles J. – Educational and Psychological Measurement, 1984
Scores representing number of items right and self-perceptions were analyzed for a nonquantitative examination that was assembled into three forms. Multivariate ANCOVA revealed no significant effects for the cognitive measure. However, significant sex and sex x order effects were found for perceptions scores not parallel to those reported…
Descriptors: Analysis of Covariance, Higher Education, Multiple Choice Tests, Scores
Peer reviewed Peer reviewed
Plake, Barbara S.; Huntley, Renee M. – Educational and Psychological Measurement, 1984
Two studies examined the effect of making the correct answer of a multiple choice test item grammatically consistent with the item. American College Testing Assessment experimental items were constructed to investigate grammatical compliance to investigate grammatical compliance for plural-singular and vowel-consonant agreement. Results suggest…
Descriptors: Grammar, Higher Education, Item Analysis, Multiple Choice Tests
Peer reviewed Peer reviewed
Crehan, Kevin D.; And Others – Educational and Psychological Measurement, 1993
Studies with 220 college students found that multiple-choice test items with 3 items are more difficult than those with 4 items, and items with the none-of-these option are more difficult than those without this option. Neither format manipulation affected item discrimination. Implications for test construction are discussed. (SLD)
Descriptors: College Students, Comparative Testing, Difficulty Level, Distractors (Tests)
Peer reviewed Peer reviewed
Cizek, Gregory J. – Educational and Psychological Measurement, 1994
Performance of a common set of test items on an examination in which the order of options for one test form was experimentally manipulated. Results for 759 medical specialty board examinees find that reordering item options results in significant but unpredictable effects on item difficulty. (SLD)
Descriptors: Change, Difficulty Level, Equated Scores, Licensing Examinations (Professions)
Peer reviewed Peer reviewed
Tollefson, Nona – Educational and Psychological Measurement, 1987
This study compared the item difficulty, item discrimination, and test reliability of three forms of multiple-choice items: (1) one correct answer; (2) "none of the above" as a foil; and (3) "none of the above" as the correct answer. Twelve items in the three formats were administered in a college statistics examination. (BS)
Descriptors: Difficulty Level, Higher Education, Item Analysis, Multiple Choice Tests
Peer reviewed Peer reviewed
Wilcox, Rand R. – Educational and Psychological Measurement, 1982
When determining criterion-referenced test length, problems of guessing are shown to be more serious than expected. A new method of scoring is presented that corrects for guessing without assuming that guessing is random. Empirical investigations of the procedure are examined. Test length can be substantially reduced. (Author/CM)
Descriptors: Criterion Referenced Tests, Guessing (Tests), Multiple Choice Tests, Scoring
Previous Page | Next Page ยป
Pages: 1  |  2