Abstract
Typically, standardized aptitude and achievement tests are accom panied by directions which suggest that examinees skip over more difficult items and return to them if time permits. The purpose of this investigation was to validate this recommendation by determin ing whether individuals who employ the strategy of skipping are, in fact, more successful than those who do not, when other factors con tributing to success are controlled. A short verbal aptitude test was administered under varying time limits with answer sheets specially designed to allow items that had been skipped to be identified. On the basis of grade point averages, post-hoc blocks on ability were formed. Scores obtained by examinees who skipped and by those who did not skip in each ability group and time condition were en tered in a 2 × 3 x 3 analysis of variance. This analysis indicated that it is to the advantage of the more able but to the disadvantage of the less able to skip items. Since this differential reflects possible bias in directions, further experimental investigations of effects of skipping are strongly recommended. In their absence, consideration should be given to more tentative wording of test directions regarding skipping, particularly if a test is to exhibit comparable validity for individuals differing in ability.
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