EFFECTS OF VIOLATING ITEM CONSTRUCTION PRINCIPLES¹

Abstract

Two forms of a social studies achievement test were constructed with half the items for each form containing a cue, grammar, or length fault. Faults were found to make the items easier, which was supported by confidence intervals for the differences. However, validity coefficients with achievement and intelligence criteria, as well as the reliability coefficients, were virtually unchanged. The results agreed with those of Dunn and Goldstein (1959), even though the methodology differed. A suggested measure of test‐wiseness for groups is presented.

Race and Cognitive‐Ability Test Performance: The Mediating Effects of Test Preparation, Test‐Taking Strategy Use and Self‐Eff icacy

“…Testwiseness is logically independent of the examinee's knowledge of the subject matter for which the items are supposedly measures. (Millman, Bishop, & Ebel, 1965, p. 707) Effective strategies, such as having subjects focus on cues within the item stem, can actually make test items easier, thereby increasing an individual's score and decreasing the validity of the test (Cronbach, 1950;Davis, 1949;McMorris, Brown, Snyder, & Pruzek, 1972;Metfessel & Sax, 1958).…”

The Effects of Technical and Unfamiliar Options on Guessing on Multiple‐choice Test Items

“…For the fourth, the short technical option was chosen second least often. The facilitating influence of length upon answer choice adds to the knowledge base in that area of research provided by Chase (1964), Dunn &Goldstein, (1959), andMcMorris, Brown, Snyder &Pruzek, (1972). While the design of the present study did not offer an opportunity to assess the relative influences of technicality and familiarity, it is reasonable to assume that unfamiliarity was viewed by the respondents as being synonymous with technical jargon.…”

“…Research has verified the cueing effects of various stem formats, such as question vs. completion, and positive vs. negative, in influencing selection of correct answers (Dudycha & Carpenter, 1973;Terranova, 1969). Grammatical inconsistencies across stem and options, and word cueing from stem to options, have also been shown to affect selection of correct options (Dunn & Goldstein, 1959;McMorris, Brown, Snyder & Pruzek, 1972). Other factors that influence selection of correct options include option characteristics such as inclusiveness (Dudycha & Carpenter, 1973;Williamson & Hopkins, 1967), serial position placement (Metfessel & Sax, 1958), and inequality in length (Chase, 1964;Dunn & Goldstein, 1959;McMorris, Brown, Snyder & Pruzek, 1972).…”

Test‐Wiseness for Teachers and Students

“…Examinees can sometimes answer items correctly by discerning grammatical clues (McMorris et al, 1972). This secondary cue was noted in an early taxonomy of testwiseness principles (Millman et al, 1965).…”