This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Wilcox, R. R. Search for Related Content Social Bookmarking                         What's this?

Determining the Lenqth of Multiple Choice Criterion-Referenced Tests when an Answer-Until-Correct Scoring Procedure is Used

University of Southern California, Los Angeles and Center for the Study of Evaluation, Graduate School of Education, University of California, Los Angeles

When determining the length of a criterion-referenced test, results in van den Brink and Koele (1980) and Wilcox (1980a, 1980b) indicate that the problem of guessing might be more serious than may have been expected. Recently, however, a new method of scoring tests was proposed that corrects for guessing without assuming guessing is at random. Moreover, empirical investigations suggest that the underlying assumptions of the new scoring procedure will frequently hold. This paper indicates how test length might be determined when the new scoring procedure is used. The results indicate that test length might be substantially reduced when the new scoring rule can be applied.

Educational and Psychological Measurement, Vol. 42, No. 3, 789-794 (1982)
DOI: 10.1177/001316448204200310


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?