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Direct linkKuentzel, Jeffrey G.; Hetterscheidt, Lesley A.; Barnett, Douglas – Journal of Psychoeducational Assessment, 2011
The rigors of standardized testing make for numerous opportunities for examiner error, including simple computational mistakes in scoring. Although experts recommend that test scoring be double-checked, the extent to which independent double-checking would reduce scoring errors is not known. A double-checking procedure was established at a…
Descriptors: Feedback (Response), Intelligence, Testing, Standardized Tests
