Tests and measurements in high school instruction.

Ruch, G. M.; Stoddard, George D.

doi:10.1037/13393-000

Cited by 36 publications

(7 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In his meta-analysis of research on the optional number of options in multiple-choice tests, Rodriguez (2005) noted that even in the early 20th century, researchers in education claimed that three-option items have fewer detrimental effects on test outcomes when compared to four- or five-option items (e.g. Ruch & Stoddard, 1927). For example, Tversky (1964), following Lord (1944)’s theoretical research on reliability, claimed that the optimal number of options is three because three maximizes a test’s discrimination, power, and information.…”

Section: Literature Reviewmentioning

confidence: 99%

The differences among three-, four-, and five-option-item formats in the context of a high-stakes English-language listening test

Lee

Winke

2012

Language Testing

View full text Add to dashboard Cite

We adapted three practice College Scholastic Ability Tests (CSAT) of English listening, each with five-option items, to create four- and three-option versions by asking 73 Korean speakers or learners of English to eliminate the least plausible options in two rounds. Two hundred and sixty-four Korean high school English-language learners formed three groups. Each took three of the nine tests, one with five-option items, one with four-, and one with three-, with administrations counterbalanced to control for order and practice effects. Mean test scores of the three-option tests were significantly higher than those of four- and five-option tests. While no difference was found in mean item discriminations across the three different test formats, reliability coefficients showed inconsistent patterns depending on the number of options and test versions. One possible interpretation of the low correlations among the scores of three test formats is that items with different numbers of options tap into skills other than listening. The findings suggest that statistically, three options may or may not be optimal depending on the point of view taken – from that of the test score users, or from that of the test stakeholders. Test developers must consider multiple statistical, affective, and contextual factors in determining the optimal number of options.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

The differences among three-, four-, and five-option-item formats in the context of a high-stakes English-language listening test

Lee

Winke

2012

Language Testing

View full text Add to dashboard Cite

show abstract

“…He thinks that standardized tests and teachers' informal examinations should play a large part in determining marks in measurable school achievement. Ruch and Stoddard (58) recommend standardized educational tests as being valuable for purposes of supplementing teachers' marks in determining promotion or nonpromotion.…”

Section: Use Of Tests In Evaluating Instruction Ruch and Stoddardmentioning

confidence: 99%

“…Brigham (7) studied the relative merits of the current methods of determining the reliability of tests, and he concludes that the two-"forms method and the split-half method yield approximately equivalent results. (58) state that the use of tests for the supervision of instruction has been the most important function of such measures. Wallis (76) emphasizes the importance of educational tests in comparing schools.…”

mentioning

confidence: 99%

Educational tests.

Jones¹

1928

Psychological Bulletin

View full text Add to dashboard Cite

General. Four textbooks concerned with the general problems of educational testing have appeared during the year in this country. Ruch and Stoddard (58) give a brief sketch of the history and present status of measurement in high schools. The uses and limitations of tests at this level are discussed and the point is made that the greatest possible benefits are not being obtained in secondary school testing at present, due mainly to the inaccuracies of measuring instruments, on the one hand, and to current misunderstanding among school officials of the meaning of results, on the other. Symonds (63) summarizes the reasons why better measurement is needed in high schools. One of his main points is that ordinary school marks at present are seriously unreliable, and he recommends the use of standardized tests and new type informal examinations as means for the improvement of conditions. The values of tests in predicting success in academic work, clerical and mechanical pursuits are examined in detail. Kelley (38) deals with the general problem of interpretation of test results in light of their reliabilities and validities. He makes distinctions among the various purposes for which tests are used. Minimal reliabilities required of a test for these various purposes are discussed.

show abstract

“…Reliability of a test has been defined as "The accuracy with which a test measures what it does measure" 1 and is generally considered one of the most important criteria in the selection of a test. Freeman states that "it is at least a mark of the care in which the test has been worked out when the author furnishes the measures of reliability and validity."…”

mentioning

confidence: 99%

A note on reliability in the Kuhlmann individual tests of mental development.

Berger¹

1940

Journal of Educational Psychology

View full text Add to dashboard Cite

Tests and measurements in high school instruction.

Cited by 36 publications

References 0 publications

The differences among three-, four-, and five-option-item formats in the context of a high-stakes English-language listening test

The differences among three-, four-, and five-option-item formats in the context of a high-stakes English-language listening test

Educational tests.

A note on reliability in the Kuhlmann individual tests of mental development.

Contact Info

Product

Resources

About