An Empirical Study of the Properties of Two Estimates of Decision-Consistency Used with Two Types of Teacher-Constructed Classroom Tests.

Autor/inn/en	Macpherson, Colin R.; Rowley, Glenn L.
Titel	An Empirical Study of the Properties of Two Estimates of Decision-Consistency Used with Two Types of Teacher-Constructed Classroom Tests.
Quelle	(1986), (25 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Classroom Research; Comparative Testing; Criterion Referenced Tests; Cutting Scores; Decision Making; Error of Measurement; Estimation (Mathematics); Higher Education; Mastery Tests; Mathematical Formulas; Multiple Choice Tests; Sample Size; Teacher Made Tests; Test Bias; Test Construction; Test Format; Test Reliability + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Messfehler; Estimation; Mathematics; Schätzung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematische Formel; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Testkritik; Testaufbau; Testentwicklung; Testreliabilität
Abstract	Teacher-made mastery tests were administered in a classroom-sized sample to study their decision consistency. Decision-consistency of criterion-referenced tests is usually defined in terms of the proportion of examinees who are classified in the same way after two test administrations. Single-administration estimates of decision consistency were used in this study. First, it was shown that the Model 2 estimate of Marshall and Serlin's mean split-half coefficient of agreement was equivalent to the Subkoviak estimate of agreement. Ten 20-item criterion-referenced tests were constructed by 10 teachers, following strict criterion-referenced test specifications. Another 10 tests were constructed by another set of teachers, based on loosely-specified sets of objectives. These were called unit tests. It was found that the two estimation models examined produced estimates which were generally acceptable with teacher-constructed tests and classroom-sized samples, but the Model 2 estimate was marginally preferable in that it was generally less biased than Model 1 estimates. There was no systematic difference between the criterion referenced tests and the unit tests with respect to decision-consistency accuracy. (GDC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC