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Educational and Psychological Measurement
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Can Relevant Grammatical Cues Result in Invalid Test Items?

Barbara S. Plake

University of Nebraska-Lincoln

Renee M. Huntley

American College Testing Program

This series of studies examined the effect of adhering to the universally endorsed item-writing practice of making the correct answer of a multiple-choice item grammatically consistent with the stem. Formats were designed to investigate whether the practice of providing relevant grammatical cues in itself created a sensitivity for item performance. ACT Assessment experimental social studies items were constructed to investigate grammatical compliance in two particular situations: plural-singular and vowel-consonant agreement. In no instance were grammatically inappropriate situations created. Results suggest some subject sensitivity to these cues. Rephrasing into neutral, but still precise and grammatically correct, language may eliminate this sensitivity.

Educational and Psychological Measurement, Vol. 44, No. 3, 687-696 (1984)
DOI: 10.1177/0013164484443017
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