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| Autor/inn/en | Burton, Nancy W.; und weitere |
|---|---|
| Titel | The Effect of Position and Format on the Difficulty of Assessment Exercises. |
| Quelle | (1976), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Age Differences; Difficulty Level; Educational Assessment; Guessing (Tests); Multiple Choice Tests; National Surveys; Response Style (Tests); Responses; Statistical Analysis; Test Bias; Test Format; Testing Problems; National Assessment of Educational Progress |
| Abstract | Assessment exercises (items) in three different formats--multiple-choice with an "I don't know" (IDK) option, multiple-choice without the IDK, and open-ended--were placed at the beginning, middle and end of 45-minute assessment packages (instruments). A balanced incomplete blocks analysis of variance was computed to determine the biasing effects of position or format on the national percent correct. Format was found to create a bias, but position did not, except for 9-year-old respondents. (Author) Aspect of National Assessment (NAEP) dealt with in this document: Procedures (Exercise Development). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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