Multiple-choice tests such as the Vocabulary Levels Test (VLT) are often viewed as a preferable estimator of vocabulary knowledge when compared to yes/no checklists, because self-reporting tests introduce the possibility of students overreporting or underreporting scores. However, multiple-choice tests have their own unique disadvantages. It has…

For (0, 1) scored multiple-choice tests, a formula giving test reliability as a function of the number of item options is derived, assuming the "knowledge or random guessing model," the parallelism of the new and old tests (apart from the guessing probability), and the assumptions of classical test theory. It is shown that the formula is a more…

Because previous reports have suggested that the lowered validity of tests scored with empirical option weights might be explained by a capitalization of the keying procedures on omitting tendencies, a procedure was devised to key options empirically with a "correction-for-guessing" constraint. (Author)

A rebuttal of Frary's 1969 article in Educational and Psychological Measurement. (MS)

On distractor-identification tests students mark as many distractors as possible on each test item. A grading scale is developed for this type testing. The score is optimal in that it yields an unbiased estimate of the student's score as if no guessing had occurred. (Author/JKS)

Ordinal response modes for multiple choice tests are those under which the examinee marks one or more choices in an effort to identify the correct choice, or include it in a proper subset of the choices. Two ordinal response modes: answer-until-correct, and Coomb's elimination of choices which examinees identify as wrong, were analyzed for scoring…

Gilman and Ferry have shown that when the student's score on a multiple choice test is the total number of responses necessary to get all items correct, substantial increases in reliability can occur. In contrast, similar procedures giving partial credit on multiple choice items have resulted in relatively small gains in reliability. The analysis…

To date a theoretical basis has not been developed for determining changes in reliability when score points from random guessing are eliminated and those from non-randon guessing are retained. This paper presents a derivation of an expression for the reliability coefficient which displays the effect of deleting score components due to random…

A new formula for the correction for chance success due to guessing was advanced and investigated, the mathematical solution of which has the property of equating the scores of fast and slow examinees of equal ability. (Author/JKS)

The relationship between certain personality variables and the degree to which examines display certainty in their responses was investigated. (Author)

Six different approaches to scoring test data, including number right, correction for guessing, and answer-until-correct, were investigated using Monte Carlo techniques. Modes permitting multiple response showed higher internal consistency, but there was little difference among modes for a validity measure. (JKS)

A new scoring procedure for multiple choice tests attempts to assess partial knowledge and to restrict guessing. It is a variant of Coombs' elimination scoring method, adapted for use with the carbon-shield answer sheets commonly used with answer-until-correct scoring. Examinees are directed to erase the carbon shields of choices they are certain…

Because previous reports have suggested that the lowered validity of tests scored with empirical option weights might be explained by a capitalization of the keying procedures on omitting tendencies, a procedure was devised to key options empirically with a "correction-for-guessing" constraint. Use of the new procedure with Graduate…

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. (Author)

The answer-until-correct (AUC) procedure requires that examinees respond to a multi-choice item until they answer it correctly. Using a modified version of Horst's model for examinee behavior, this paper compares the effect of guessing on item reliability for the AUC procedure and the zero-one scoring procedure. (Author/CTM)