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| Comparative Analysis | 2 |
| Criterion Referenced Tests | 2 |
| Difficulty Level | 2 |
| Test Items | 2 |
| Achievement Tests | 1 |
| Guessing (Tests) | 1 |
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| Educational and Psychological… | 2 |
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Peer reviewedRoid, G. H.; Haladyna, Thomas M. – Educational and Psychological Measurement, 1978
Two techniques for writing achievement test items to accompany instructional materials are contrasted: writing items from statements of instructional objectives, and writing items from semi-automated rules for transforming instructional statements. Both systems resulted in about the same number of faulty items. (Author/JKS)
Descriptors: Achievement Tests, Comparative Analysis, Criterion Referenced Tests, Difficulty Level
Peer reviewedTsai, 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)
