Some Comments on the Correction for Guessing. A Further Analysis of Angoff and Schrader.

Autor/in	Albanese, Mark A.
Titel	Some Comments on the Correction for Guessing. A Further Analysis of Angoff and Schrader.
Quelle	(1985), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Entrance Examinations; Data Interpretation; Fatigue (Biology); Guessing (Tests); High School Students; Higher Education; Hypothesis Testing; Research Problems; Response Style (Tests); Sampling; Scoring Formulas; Secondary Education; Test Reliability; Test Wiseness; Testing Problems; Volunteers; Graduate Management Admission Test; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Data evaluation; Datenauswertung; Fatigue; Ermüdung; Erraten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hypothesenprüfung; Hypothesentest; Forschungskritik; Antwortverhalten; Scoring rubrics; Auswertungsbogen; Sekundarbereich; Testreliabilität; Freiwilliger
Abstract	This study reexamines results reported by Angoff and Schrader regarding formula directions and rights directions for standardized tests. In that study, it was concluded that the two scoring directions were essentially equivalent. In this study, methodological concerns are discussed and additional data analyses undertaken. Among various methodological concerns discussed are the potential problems in using volunteers for the College Board phase of the study and the likelihood of treatment contamination in the Graduate Management Admissions Test (GMAT) phase. Estimates of success rates of the rights directions group on items omitted and not reached by the formula group, were beyond chance by 3 percent to 13 percent for the College Board tests and at or below chance levels for the GMAT. Alternative interpretations of the data are made and suggestions for additional research proposed. (Author/LMO)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC