New-type or objective tests: a summary of recent investigations.

Lee, J. M.; Symonds, Percival M.

doi:10.1037/h0072226

Cited by 21 publications

(8 citation statements)

References 40 publications

(29 reference statements)

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“…T More recently there have appeared several studies of techniques for determining the validity or reliability of items, but actual comparisons of types of items are still rare. Two investigators, 6 have indicated a preference for wrong-word questions. Since their contrasts utilized thirty-four of these items only, and because these same thirty-four items now are included in the two hundred and thirty-seven forming a part of this study, it is not necessary to do more than indicate that extensive investigation shows the preference as deserving of slight generalization.…”

mentioning

confidence: 99%

The comparative validity of new-type questions.

Bird¹,

Andrew²

1937

Journal of Educational Psychology

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The extensive use of new-type tests for measuring academic achievement has not been accompanied by research into the reliability or validity of the items constituting the examinations to a degree comparable to that devoted to intelligence and aptitude tests. Yet the scores attained in college examinations are freighted with grave meaning for a large number of students. Performance in college examinations carries its own reward or punishment, as, for example, recommendation for positions, for academic advancement and honors, or denial of access to continuation courses. It might be argued, therefore, that as much or more care should be devoted to the preparation of course examinations as to intelligence tests. Rarely, it is to be hoped, is the score on one intelligence test, or even two for that matter, taken as seriously as the score in a final examination or in the combined scores of final and mid-quarter tests. But college instructors have determined the advancement of students in specific fields of study and have prevented, unfortunately, the pursuit of training by skilled students in markedly dissimilar and highly specialized fields by examinations that never have been calibrated for accuracy or reliability. No brief is made for the music student who cannot advance in his specialty within the college of his choice because of failure in psychology. The system of education permitting irrelevant• The writers acknowledge their indebtedness to the National Youth Administration for the services of Federal Aid Students in validating examinations given in the Department of Psychology at the University of Minnesota.

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confidence: 99%

The comparative validity of new-type questions.

Bird¹,

Andrew²

1937

Journal of Educational Psychology

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“…In addition to these findings the previous summary 44 indicated that objective tests with the exception of the true-false are slightly more valid and correlate higher with intelligence tests than essay, the completion seems to be the most valid and the true-false the least valid of the objective questions, the objective test is four to five times as good sampling device as is the essay test.…”

Section: Comparative Validitiesmentioning

confidence: 53%

“…In addition to these findings the previous summary 44 indicated that informing pupils that a final examination is to be given, giving a number of short tests throughout the course, and having the pupils score their own papers add to the instructional value of tests.…”

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confidence: 92%

New type or objective tests: a summary of recent investigations (October, 1931-October, 1933).

Lee¹,

Symonds²

1934

Journal of Educational Psychology

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The new-type or objective test is a fruitful subject for research. The number of investigations which are appearing in educational literature make summaries of such studies highly desirable. It i6 the purpose of this article to summarize the important investigations which have appeared since the previous summary was prepared by Lee and Symonds. 44 * Practically all the articles referred to have been published in the two year period, October 1931 to October 1933, with the exception of a few unintentionally omitted in the first summary.Several summaries dealing directly or indirectly with new-type tests have appeared. The February 1933 number of the Review of Educational Research was devoted to the topic "Educational Tests and Their Uses." Wood, Lindquist and Anderson 103 reviewed basic considerations. The studies on the selection of test items, sixty-nine references were summarized by Osburn. 69 One hundred eighty-eight researches dealing with statistical procedures were treated in a most comprehensive manner by Ruch. 64 Trabue 91 reviewed fifty references dealing with testing for guidance, limiting his treatment to the vocational phase on the adult level and neglecting researches dealing• The number indicates the reference at the end of the article. 161162The Journal of Educational Psychology with educational guidance. Stenquist 88 covered the recent developments in the use of tests, listing one hundred fifty-one references.A list of selected references on statistics and the theory on test construction was prepared by Holzinger and Swineford." This list is in the series published by the School Review and Elementary School Journal. Methods for improving the measuring qualities of the essay examination have been summarized by Sims. 77 Baker 2 summarized the work which has been done in the field of the construction and statistical interpretation of psychological tests. A comparison of the studies dealing with the various forms of objective questions was made the subject of an excellent summary by Kinney and Eurich. 38 They summarized studies of objective tests under the headings of validity, reliability, time required for administration, relative difficulty, effect on student attitude, pedagogic value, and needed investigations. They included a bibliography of thirtythree studies, arranged chronologically, including references from May 1921 to April 1931.Lee and Symonds 44 summarized the investigations appearing between the publication of The Objective or New-type Examination by Ruch in 1929 and October 1931. Seventy-three references were discussed under the following topics: Teaching values of new-type tests, comparative validities, comparative reliabilities, scoring methods, special problems peculiar to the true-false test, students' attitudes towards testing, new types of tests, miscellaneous problems, and important discussional references. The organization of the present article follows very closely the previous one. TEACHING VALUES OF NEW-TYPE TESTSGiving Tests.-It is possible that the teaching values of tests ...

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“…As can be seen from the above, the essay‐type and multiple‐choice type of questions represent prototypes standing at the two ends of the spectrum, with intermediate types possessing some of the advantages and disadvantages of each of the prototypes. Depending on the complexity of the nature of the inquiry, one can use the type or a combination of types most appropriate for the purpose (Eurich, 1931; Lee and Symonds, 1933 and 1934; Moore, 1954).…”

Section: The Concept Of Structuringmentioning

confidence: 99%

A theory of multiple-choice examination

Lau

2009

Medical Education

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New-type or objective tests: a summary of recent investigations.

Cited by 21 publications

References 40 publications

The comparative validity of new-type questions.

The comparative validity of new-type questions.

New type or objective tests: a summary of recent investigations (October, 1931-October, 1933).

A theory of multiple-choice examination

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