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| Criterion Referenced Tests | 2 |
| Guessing (Tests) | 2 |
| Scoring | 2 |
| Test Items | 2 |
| Comparative Analysis | 1 |
| Difficulty Level | 1 |
| Multiple Choice Tests | 1 |
| Norm Referenced Tests | 1 |
| Objective Tests | 1 |
| Psychometrics | 1 |
| Reliability | 1 |
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| Educational and Psychological… | 2 |
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Peer reviewedWilcox, 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 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)
