Anyone who has used the Kuder Preference Record 1 very extensively has found occasions when he wondered if some shorter procedure might be found to give a systematic record of one's vocational interests. Each item in the Preference Record consists of three activities from which the subject must choose one he likes most and one he likes least Three comparisons are necessary for each item: the first activity with the second, the first with the third, and the second with the third. There are fourteen items to the page and twelve pages in the booklet. Thus the subject must make forty-two choices for each page or 504 choices in completing the Preference Record. The average college student completes the task in forty or forty-five minutes but those with less education, who read and think at a slower rate, often take much longer Occasionally a counselor wishes a record of the vocational interests of a subject with very limited education who takes an undue amount of time to make his choices. It is obvious that one could complete three pages in about onefourth of the time required for twelve pages.Examination of the Preference Record and of the answer pad indicates that certain pages might give an expression of one's interests, and that the completion of the whole record might not always be necessary Answer pads that had been completed by thirty-five men were carefully examined to find which pages might serve as a short form of the test It was found that responses for the items on pages seven, eight, and nine yielded partial scores which, for every field of interest, bore rather constant ratios to actual scores A count was then made to find the total possible score for each section or each field of interest and the partial score possible in each section if only pages seven to nine inclusive were used. By this process of counting it was found that the ratios between possible scores on the entire record and partial scores one might possibly make on the three pages corresponded rather closely to ratios already found by inspection of thirty-five completed answer pads. Possible scores and suggested weights are shown in Table 1. It seems probable that a sub-
The problem with which this study deals grew out of a classroom situation. A group of students in a course in General Elementary Psychology objected to the instructor's practice of reading true-false questions aloud to them, claiming that they could make higher scores if the questions were mimeographed so that they could read them for themselves. It is, in fact, the general practice in administering true-false tests, except when prevented by exigencies of time, and facilities, to present the questions to students in written form. The authors decided to carry out an experimental study to determine whether the method of presentation of true-false questions affected student scores. The specific questions involved in this study may be stated as follows:i. Can students make higher scores on achievement tests of the true-false type in General Psychology when the questions are read to them by the instructor or when they are presented in mimeographed form? 2. Is there a relationship between the level of a student's achievement in General Elementary Psychology and the question of whether he will do better on an achievement test of the true-false type when the questions are read to him or when they are presented in mimeographed form?It was hoped that the answers to these questions might lead to some conclusions of practical interest to all who administer true-false tests. Related StudiesAlthough the literature has shown no previous studies in the past decade on these specific questions, investigators have produced some pertinent findings prior to this time. A comparison
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