The Comparative Validities of Three Scoring Systems Applied to An Objective Achievement Examination in Chemistry

Abstract

For a sample of 67 university students in an upper division course in organic chemistry for nonmajors, a probabilistic scoring method applied to a 72-item standardized multiple-choice examination in which each question was answered by every student yielded a validity coefficient at least equal to as well as an estimate of reliability higher than the corresponding indices associated with two traditional scoring formulas.