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Peer reviewedAngoff, William H.; Schrader, William B. – Journal of Educational Measurement, 1984
The reported data provide a basis for evaluating the formula-scoring versus rights-scoring issue and for assessing the effects of directions on the reliability and parallelism of scores for sophisticated examinees taking professionally developed tests. Results support the invariance hypothesis rather than the differential effects hypothesis.…
Descriptors: College Entrance Examinations, Guessing (Tests), Higher Education, Hypothesis Testing
