Erasure Analyses: Reducing the Number of False Positives

Autor/in	McClintock, Joseph Clair
Titel	Erasure Analyses: Reducing the Number of False Positives
Quelle	In: Applied Measurement in Education, 28 (2015) 1, S.14-32 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2014.973563
Schlagwörter	Multiple Choice Tests; Cheating; Methods; Computation; Ability; Race; Evaluation Methods + Suchen Sie Ihr Suchwort? Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Prellen; Method; Methode; Fähigkeit; Fertigkeit; Rasse; Abstammung
Abstract	Erasure analysis is the study of the pattern or quantity of erasures on multiple-choice paper-and-pencil examinations, to determine whether erasures were made post-testing for the purpose of unfairly increasing students' scores. This study examined the erasure data from over 1.4 million exams, taken by more than 600,000 students. Three different methods of calculating erasures and two methods for analyzing erasures were explored. In the present study's dataset, the distribution of the mean number of erasures was positively skewed, and student ability and student race were associated with higher percentages of erasures. Techniques that do not consider these factors are likely to be biased toward flagging more classes than would be expected by chance. A simple technique for reducing the number of false positive flags is proposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01