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Item-Level Monitoring, Response Style Stability, and the Hard-Easy Effect
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Clariana, Roy B.; Park, Eunsung – Educational Technology Research and Development, 2021
Cognitive and metacognitive processes during learning depend on accurate monitoring, this investigation examines the influence of immediate item-level knowledge of correct response feedback on cognition monitoring accuracy. In an optional end-of-course computer-based review lesson, participants (n = 68) were randomly assigned to groups to receive…
Descriptors: Feedback (Response), Cognitive Processes, Accuracy, Difficulty Level
Alternative Response and Scoring Methods for Multiple Choice Items: An Empirical Study of Probabilistic and Ordinal Response Modes
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Poizner, Sharon B.; And Others – Applied Psychological Measurement, 1978
Binary, probability, and ordinal scoring procedures for multiple-choice items were examined. In two situations, it was found that both the probability and ordinal scoring systems were more reliable than the binary scoring method. (Author/CTM)
Descriptors: Confidence Testing, Guessing (Tests), Higher Education, Multiple Choice Tests
The Effect of Misinformation on Item Discrimination Indices and Estimation Priorities of Multiple-Choice Test Scores.
Lowry, Stephen R. – 1979
A specially designed answer format was used for three tests in a college level agriculture class of 19 students to record responses to three things about each item: (1) the student's choice of the best answer; (2) the degree of certainty with which the answer was chosen; and (3) all the answer choices which the student was certain were incorrect.…
Descriptors: Achievement Tests, Confidence Testing, Guessing (Tests), Higher Education