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Tsai, Fu-Ju; Suen, Hoi K. – Educational and Psychological Measurement, 1993
Six methods of scoring multiple true-false items were compared in terms of reliabilities, difficulties, and discrimination. Results suggest that, for norm-referenced score interpretations, there is insufficient evidence to support any one of the methods as superior. For criterion-referenced score interpretations, effects of scoring method must be…
Descriptors: Comparative Analysis, Criterion Referenced Tests, Difficulty Level, Guessing (Tests)
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
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
Peer reviewed Peer reviewed
Wilcox, Rand R. – Educational and Psychological Measurement, 1981
This paper describes and compares procedures for estimating the reliability of proficiency tests that are scored with latent structure models. Results suggest that the predictive estimate is the most accurate of the procedures. (Author/BW)
Descriptors: Criterion Referenced Tests, Scoring, Test Reliability