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Ebel, Robert L. – Educational and Psychological Measurement, 1971
Descriptors: Achievement Tests, Educational Testing, Evaluation Methods, Multiple Choice Tests
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Holmes, Roy A.; And Others – Educational and Psychological Measurement, 1974
Descriptors: Chemistry, Multiple Choice Tests, Scoring Formulas, Test Reliability
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
Ebel, Robert L. – Educational and Psychological Measurement, 1978
A multiple true-false item is one where a testee has to identify statements as true or false within a cluster (of two or more) of such statements. Clusters are then scored as items. This study showed such a procedure to yield less reliable results than traditional true-false items. (JKS)
Descriptors: Guessing (Tests), Higher Education, Item Analysis, Multiple Choice Tests
Peer reviewed Peer reviewed
Eakin, Richard R.; Long, Clifford A. – Educational and Psychological Measurement, 1977
A scoring technique for true-false tests is presented. The technique, paired item scoring, involves combining two statements and having the student select one of the four resultants possible: true-true, false-true, true-false, and false-false. The combined item is treated as a multiple choice item. (Author/JKS)
Descriptors: Guessing (Tests), Measurement Techniques, Multiple Choice Tests, Objective Tests
Peer reviewed Peer reviewed
Echternacht, Gary – Educational and Psychological Measurement, 1976
Compares various item option scoring methods with respect to coefficient alpha and a concurrent validity coefficient. Scoring methods compared were: formula scoring, a priori scoring, empirical scoring with an internal criterion, and two modifications of formula scoring. The empirically determined scoring system is seen as superior. (RC)
Descriptors: Aptitude Tests, Multiple Choice Tests, Response Style (Tests), Scoring Formulas
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Pugh, Richard C.; Brunza, J. Jay – Educational and Psychological Measurement, 1975
Descriptors: Analysis of Variance, Confidence Testing, Multiple Choice Tests, Personality
Peer reviewed Peer reviewed
Frisbie, David A. – Educational and Psychological Measurement, 1974
Descriptors: Achievement Tests, Correlation, High School Students, Multiple Choice Tests
Peer reviewed Peer reviewed
Serlin, Ronald C.; Kaiser, Henry F. – Educational and Psychological Measurement, 1978
When multiple-choice tests are scored in the usual manner, giving each correct answer one point, information concerning response patterns is lost. A method for utilizing this information is suggested. An example is presented and compared with two conventional methods of scoring. (Author/JKS)
Descriptors: Correlation, Factor Analysis, Item Analysis, Multiple Choice Tests
Peer reviewed Peer reviewed
Hamer, Robert; Young, Forrest W. – Educational and Psychological Measurement, 1978
TESTER, a computer program which produces individualized objective tests from a pool of items, is described. Available in both PL/1 and FORTRAN, TESTER may be executed either interactively or in batch. (Author/JKS)
Descriptors: Adaptive Testing, Computer Assisted Testing, Computer Programs, Individualized Instruction
Peer reviewed Peer reviewed
Reynolds, William M. – Educational and Psychological Measurement, 1979
This study determined if mildly mentally retarded secondary school students could respond to a verbally presented multiple-choice test of social and personal knowledge. Teacher ratings were also obtained. Results supported the use of two- and three-alternative multiple choice tests. (Author/JKS)
Descriptors: Adolescents, Behavior Rating Scales, Educational Testing, Feasibility Studies
Peer reviewed Peer reviewed
Panackal, Abraham A.; Heft, Carl S. – Educational and Psychological Measurement, 1978
Two multiple choice forms of two cloze reading tests were developed from responses to the cloze forms by college undergraduates. These tests were investigated using the original keys, empirical keys, and option weighted keys. Reliability and validity data are reported. (Author/JKS)
Descriptors: Cloze Procedure, Higher Education, Multiple Choice Tests, Reading Tests
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
Jaradat, Derar; Tollefson, Nona – Educational and Psychological Measurement, 1988
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)
Descriptors: Criterion Referenced Tests, Grading, Graduate Students, Guessing (Tests)
Peer reviewed Peer reviewed
Traub, Ross E.; Hambleton, Ronald K. – Educational and Psychological Measurement, 1973
Descriptors: Grade 8, Guessing (Tests), Multiple Choice Tests, Pacing
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