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| Multiple Choice Tests | 4 |
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| Schrock, Timothy J. | 1 |
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Peer reviewedJones, Phillip D.; Kaufman, Gary G. – Educational and Psychological Measurement, 1975
Different forms of a vocabulary test were administered to college students. Results indicated that as the frequency of specific determiners increased, they formed increasingly strong but differential guessing response sets in high and low scoring groups; however, the magnitude of the effect was much stronger for position specific determiners.…
Descriptors: College Students, Cues, Guessing (Tests), Higher Education
Peer reviewedCostin, Frank – Educational and Psychological Measurement, 1972
This study confirmed the practical benefits of three-choice items. (Author)
Descriptors: Achievement Tests, Cues, Item Analysis, Multiple Choice Tests
Peer reviewedSchrock, Timothy J.; Mueller, Daniel J. – Journal of Educational Research, 1982
Three item-construction principles for multiple-choice tests were studied to determine how they affected test results for high school students: (1) use of incomplete sentence stem; (2) location of blank in the stem; and (3) presence of noncueing material. Differences in item construction had a slight effect on test results. (Authors/CJ)
Descriptors: Cues, High School Students, High Schools, Item Analysis
Kuntz, Patricia – 1982
The quality of mathematics multiple choice items and their susceptibility to test wiseness were examined. Test wiseness was defined as "a subject's capacity to utilize the characteristics and formats of the test and/or test taking situation to receive a high score." The study used results of the Graduate Record Examinations Aptitude Test (GRE) and…
Descriptors: Cues, Item Analysis, Multiple Choice Tests, Psychometrics
