A Simulation Study of Reliability and Validity of Multiple-Choice Test Scores under Six Response-Scoring Modes

1982 ◽  
Vol 7 (4) ◽  
pp. 333 ◽  
Author(s):  
Robert B. Frary
Keyword(s):  
Simulation Study ◽  
Test Scores ◽  
Multiple Choice ◽  
Reliability And Validity ◽  
Choice Test ◽  
Multiple Choice Test

A Simulation Study of Reliability and Validity of Multiple-Choice Test Scores Under Six Response-Scoring Modes

1982 ◽  
Vol 7 (4) ◽  
pp. 333-351 ◽  
Author(s):  
Robert B. Frary
Keyword(s):  
Simulation Study ◽  
Test Scores ◽  
Reliability And Validity ◽  
Internal Consistency Reliability ◽  
Choice Test ◽  
True Score ◽  
Multiple Choice Test ◽  
Item Level ◽  
Four Levels ◽  
Carry Over

Responses to a 40-item, four-choice test were simulated for 120 examinees under six response-scoring modes including number-right, corrected-for-guessing and answer-until-correct. Separate score sets were generated to reflect five levels of prevalence of misinformation (belief that an answer is a distractor) and five levels of propensity-to-guess contrary to instructions for modes designed to inhibit guessing. Criteria were simulated using the number-right mode with five levels of misinformation prevalence and four levels of true-score relationship with the predictor. The entire process was repeated with the introduction of normally distributed, random error at the item level. This process yielded 260 sets of five scores (predictor and four criteria), which were examined to determine differential effects on reliability and validity attributable to the response-scoring modes. Modes permitting multiple responses to an item were found to yield genuine increases in internal consistency reliability, which tended to carry over into validity coefficients. However, the validity differences among all the response-scoring modes simulated were small, probably too small to justify the additional cost and complexity of modes other than number-right.

Classroom Learning as a Function of Method of Presenting Instructional Materials

1966 ◽  
Vol 19 (3) ◽  
pp. 971-977 ◽  
Author(s):  
E. Vaughn Gulo ◽  
M. R. Nigro
Keyword(s):  
Test Scores ◽  
Multiple Choice ◽  
Instructional Materials ◽  
Choice Test ◽  
Television Instruction ◽  
Multiple Choice Test ◽  
Classroom Learning

In two experiments the efficiencies of programmed, television, and conventional textbook instruction were compared. Ss were randomly assigned to a group which worked through a standard programmed text; one which read the same material in conventional textbook form; one which listened to and saw a verbatim video-taped lecture of the programmed material. A 30-item multiple-choice test was administered immediately following instruction (Exps. I and II; Ns = 160, 134) or 1 wk. later (Exp. II). The results indicate that Ss who simply read the material in conventional textbook format only tended to have higher criterion test scores than Ss in either the programmed or television instruction groups. The results were, therefore, interpreted as consistent with the contention often made that differences in effectiveness of various methods of instruction are negligible, or at best, slight.

The Effect of Repetition on Multiple Choice Test Scores.

1945 ◽  
pp. 190-194
Author(s):  
M. R. Harrower-Erickson ◽  
M. E. Steiner
Keyword(s):  
Test Scores ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test

Effects of Specific Cueing on Multiple-Choice Test Performance

1979 ◽  
Vol 44 (3_suppl) ◽  
pp. 1051-1054
Author(s):  
Bruce R. Dunn
Keyword(s):  
Test Performance ◽  
Test Scores ◽  
Ecological Validity ◽  
Multiple Choice ◽  
Past Research ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Test Items ◽  
Class Presentation ◽  
Related Test

Past research has shown that grouping related multiple-choice test items together does not increase students' performance on power tests, even when those groupings are sequenced in the order of class presentation. The present research examined the hypothesis, derived from the cue-dependent forgetting hypothesis, that grouping of related test items does not improve test performance because grouping per se is not a sufficiently powerful retrieval cue. Two experiments were conducted to determine whether specific cueing (placing author headings and subheadings above related blocks of test items) increased students' test scores. Results for both were negative; specific cueing did not significantly increase mean test scores. The ecological validity of the cue-dependent hypothesis was questioned.

Measuring the Appropriateness of Multiple-Choice Test Scores

1979 ◽  
Vol 4 (4) ◽  
pp. 269 ◽  
Author(s):  
Michael V. Levine ◽  
Donald B. Rubin
Keyword(s):  
Test Scores ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test

Effect of self-assessment on test scores: student perceptions

2010 ◽  
Vol 34 (3) ◽  
pp. 134-136 ◽  
Author(s):  
Beatriz U. Ramirez
Keyword(s):  
Student Perceptions ◽  
Test Scores ◽  
Multiple Choice ◽  
Choice Test ◽  
Sudden Increase ◽  
Multiple Choice Test ◽  
Final Test ◽  
Self Assessment ◽  
The Individual ◽  
Relevant Factors

After a sudden increase in most of the individual grades in a multiple-choice test, students were asked to rank the three most relevant factors responsible for this outcome. Among eight others, the availability of a test for self-assessment before the final test was by far the most frequently mentioned (82.4% of the students). Questions applied during different course activities did not have the same effect on student scores as the “online” self-assessment test.

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