共查询到20条相似文献，搜索用时 406 毫秒
1.
2.
3.
LEVERNE S. COLLET 《Journal of Educational Measurement》1971,8(3):209-214
The purpose of this paper was to provide an empirical test of the hypothesis that elimination scores are more reliable and valid than classical corrected for-guessing scores or weighted-choice scores. The evidence presented supports the hypothesized superiority of elimination scoring. 相似文献
4.
5.
6.
7.
8.
CLINTON I. CHASE 《Journal of Educational Measurement》1986,23(1):33-41
In studies of essay tests, a single independent variable, such as penmanship, is often observed and conclusions are made about the relevance of that variable in scoring tests. But in this study it is hypothesized that the readers of an essay respond to a variable in terms of its context with other variables, that is, readers may be more tolerant of poor penmanship for males than females, especially if expectations for the writer are involved. In this investigation sex, race, reader expectation, and quality of handwriting were crossed to study their interaction effects. A single student essay was contrived. Each of 80 readers was given the essay plus a student's record card, which identified the student as a high or low achiever (expectancy), black or white, male or female. The essay was written in either good or poor handwriting. A reader read only one essay under one combination of conditions. The results showed complex interactions of expectations, writing, and sex within race. 相似文献
9.
CONSTRUCTING AN ITEM BANK USING PARTIAL CREDIT SCORING 总被引：1，自引：0，他引：1
GEOFFEREY N. MASTERS 《Journal of Educational Measurement》1984,21(1):19-32
A method for banking test items scored in several ordered response categories is described. Each item is seen as an ordered sequence of steps, and test forms are equated using the estimated difficulties of the steps in their shared items. Procedures for analyzing the internal consistency of individual links and for analyzing the coherence of an entire linking structure are described. The methodology is used to link six forms of a mathematics problem solving test. 相似文献
10.
11.
12.
13.
The matched pair technique for writing and scoring true-false items was designed to compensate for the acquiescence response set of primary grade children. The claim that this technique increases reliability to an appreciable extent over traditional true-false scoring was investigated by comparing alpha internal consistency coefficients computed for the matched pair true-false, traditional true-false, and three other scoring schemes. Both the total sample coefficients and individual classroom coefficients were computed from the standardization sample of a primary grade economics achievement test (Primary Test of Economic Understanding). Classroom reliability coefficients computed from the matched pair scores were found to be higher than those from scores computed by the other methods. Total sample coefficients obtained from four of the five methods were nearly equal. Evidence of the effects of each scoring technique on concurrent validity is also presented. Contrary to expectations, the correlations of traditional and matched pair scores with Iowa Test of Basic Skills (ITBS) subtests (when adjusted for differing reliabilities) were approximately equal. 相似文献
14.
ROBERT M. RIPPEY 《Journal of Educational Measurement》1970,7(3):165-170
Several parts of the STEP Writing Test, Level 1, were administered to 14 different groups of from 19 to 52 high school students. In the testing situations, scores were computed using the following scoring functions: (a) probability assigned to the correct answer, (b) the logarithmic function, (c) the spherical function, (d) the Euclidean function, and (e) inferred choice. Reliabilities of the scores obtained by means of each scoring function were computed. Comparisons between the reliabilities showed that the simplest and most intuitive function, the probability assigned to the correct answer, produced the highest reliability in comparison with any of the other functions. The data suggest that in the absence of information about the scoring system, subjects assign their confidence in multiple-choice responses on the basis of the intuitively simplest payoff model, and that reliability decreases as scoring functions generate item scores which are progressively discrepant from scores generated by the simplest model. 相似文献
15.
16.
This study tested three scoring keys for the MTAI—the published empirical key (E); a logical key with three different weights, i.e., + 1, 0, -1; and a new logical key with five different scoring weights, one for each of the five responses in MTAI items, i.e., +2, +1, 0, -1, -2. The latter, termed the pentachotomous-logical (P-L), provided scores with slightly higher internal consistency and a frequency distribution which is not so significantly skewed as the others and which provides greater spread among extreme positive and negative scores. Use of the P-L scoring weights would facilitate the psychological interpretation of the MTAI. However, conclusion that the P-L scoring key is an improvement must be tempered by the fact that an expected increase in construct validity was not found. 相似文献
17.
18.
19.