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Cizek, Gregory J.; Robinson, K. Lynne; O'Day, Denis M. – Educational and Psychological Measurement, 1998
The effect of removing nonfunctioning items from multiple-choice tests was studied by examining change in difficulty, discrimination, and dimensionality. Results provide additional support for the benefits of eliminating nonfunctioning options, such as enhanced score reliability, reduced testing time, potential for broader domain sampling, and…
Descriptors: Difficulty Level, Multiple Choice Tests, Sampling, Scores
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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
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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
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Suinn, Richard M.; And Others – Educational and Psychological Measurement, 1987
The Suinn-Lew Asian Self Identity Acculturation Scale (SL-ASIA) is modeled after a successful scale for Hispanics. Initial reliability and validity data are reported for two samples of Asian subjects from two states. (Author/BS)
Descriptors: Acculturation, Asian Americans, Higher Education, Identification (Psychology)
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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)
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Zimmerman, Donald W. – Educational and Psychological Measurement, 1985
A computer program simulated guessing on multiple-choice test items and calculated deviation IQ's from observed scores which contained a guessing component. Extensive variability in deviation IQ's due entirely to chance was found. (Author/LMO)
Descriptors: Computer Simulation, Error of Measurement, Guessing (Tests), Intelligence Quotient
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Willson, Victor L. – Educational and Psychological Measurement, 1982
The Serlin-Kaiser procedure is used to complete a principal components solution for scoring weights for all options of a given item. Coefficient alpha is maximized for a given multiple choice test. (Author/GK)
Descriptors: Analysis of Covariance, Factor Analysis, Multiple Choice Tests, Scoring Formulas
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Raju, Nambury S. – Educational and Psychological Measurement, 1982
A necessary and sufficient condition for a perfectly homogeneous test in the sense of Loevinger is stated and proved. Using this result, a formula for computing the maximum possible KR-20 when the test variance is assumed fixed is presented. A new index of test homogeneity is also presented and discussed. (Author/BW)
Descriptors: Mathematical Formulas, Mathematical Models, Multiple Choice Tests, Test Reliability
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Wilcox, Rand R. – Educational and Psychological Measurement, 1982
Results in the engineering literature on "k out of n system reliability" can be used to characterize tests based on estimates of the probability of correctly determining whether the examinee knows the correct response. In particular, the minimum number of distractors required for multiple-choice tests can be empirically determined.…
Descriptors: Achievement Tests, Mathematical Models, Multiple Choice Tests, Test Format
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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
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Werts, C. E.; And Others – Educational and Psychological Measurement, 1980
Test-retest correlations can lead to biased reliability estimates when there is instability of true scores and/or when measurement errors are correlated. Using three administrations of the Test of Standard Written English and essay ratings, an analysis is demonstrated which separates true score instability and correlated errors. (Author/BW)
Descriptors: College Freshmen, Error of Measurement, Essay Tests, Higher Education
Peer reviewed Peer reviewed
Straton, Ralph G.; Catts, Ralph M. – Educational and Psychological Measurement, 1980
Multiple-choice tests composed entirely of two-, three-, or four-choice items were investigated. Results indicated that number of alternatives per item was inversely related to item difficulty, but directly related to item discrimination. Reliability and standard error of measurement of three-choice item tests was equivalent or superior.…
Descriptors: Difficulty Level, Error of Measurement, Foreign Countries, Higher Education
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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