100 students were asked to label item responses on two multiple-choice tests as sure, uncertain, and guess. The uncertain category was significantly different from the sure and guessed response categories, and from the theoretical chance expectancy level. This demonstrates that the basic assumption of the correction-for-errors scoring formula (that all wrong responses are pure guesses) penalizes the student by utilizing only those responses of which he feels certain.
Get full access to this article
View all access options for this article.
References
1.
BauernfeindR.Building a school testing program. Boston: Houghton-Mifflin, 1963.
2.
DavisF.Use of correction for chance success in test scoring. J. educ. Res., 1959, 52, 279–280.
3.
DavisF.Educational measurements and their interpretation. Belmont, Calif.: Wadsworth, 1964.
4.
EdgingtonE.Scoring formulas that correct for guessing. J. exp. Educ., 1965, 33, 345.
MeadA. R.SmithB.Does the true-false scoring formula work? Some data on an old subject. J. educ. Res., 1957, 51, 47–53.
7.
ShackleG. L. S.Decision, order, and time in human affairs. New York: Cambridge Press, 1961.
8.
TaylorI. A.Creativity research for future creativity. In Implications of creativity; a one day symposium. Pasadena: Calif. State College of Applied Arts & Sciences, 1962. Pp. 54–87.
