Miller Analogies Test: A note on permissive retesting.

Abstract

Mean scores on the Miller Analogies Test (MAT) were computed for 84 graduate students (UW group) who took the MAT twice-Form K followed by Form J Retest scores were significanth higher (p < 001) When Equnalence stud\ (ES) data reported in the MAT manual were analyzed, retesi scores on Form J were also found to be significanth higher (p < 001) than initial scores on Form K However, the diflerence for the UW group wa*, significantly greater (p < .05) than the corresponding diflerence in the ES sample The greater difference ior the UW group ma> be explained p.irtialh as a regression phenomenon, however, some questions were rai>ed as to practice effects and the reliability of the 2 forms

The Efficacy of Retesting in Relation to Improved Test Performance of College Undergraduates

“…Kreit (1968) studied retesting as a method of increasing the performance of elementary students on standardized IQ tests, and Jones (1954) examined the influence of retesting on performance on the Graduate Equivalent Diploma (GED) test. Lane et al (1966) and Kreit (1968) found significant gains, which tlhey attributed to the benefits of repeated testing, whereas Jones' findings (1954) suggested that the GEl) test might be resistent to gains due to retesting.…”

“…There has also been some discussion in the literature ,of the practice of using retests to improve mastery and retention of various subjects. Lane, Penn, and Fischer (1966) discussed the relative benefits of retesting in relation to improved performance on the Miller 0022-0671 / 82/ 040230-07$1.00…”

Retesting in selection: A meta-analysis of coaching and practice effects for tests of cognitive ability.

“…In other cases, candidates may retest after failing to gain admission to graduate or professional programs in their desired field (Cliffordson, 2004; Lievens et al, 2005). In addition, retesting may be prompted by academic program requirements stipulating that candidates achieve a given score on a standardized test (Lane, Penn, & Fischer, 1966). In employment contexts, candidates likely choose to retest because their initial score did not lead to a job offer (Hausknecht & Howard, 2004; Thomas, Busciglio, & Goldenberg, 2004) or because they believed that retesting would enhance their chances for a promotion (Tuzinski et al, 2005).…”

THE EFFECT OF SERIAL RETESTING ON THE RELATIVE PERFORMANCE OF HIGH‐ AND LOW‐TEST ANXIOUS SEVENTH GRADE STUDENTS1

“…While test coaching attempts per se have been relatively unsuccessful, a few recent studies have indicated that retesting may he an effective mode of producing significant improvements in standardized test performance. Lane, Penn, and Fischer (1966) found that retesting with the Miller Analogies Test could result in changes in achievement scores sufficient to affect status of admission to graduate school. Little (1960), in a methodological study dealing with the calculation of retest scores, found that retesting did cause increases in performance on certain classes of items.…”