Gilbert Sax
Biographic Data
| ID | 1322318 |
|---|---|
| NAME | Gilbert Sax |
| GIVEN NAMES | Gilbert |
| FAMILY NAME | Sax |
| SIGNATURE | SAX G |
| AFFILIATIONS | University of Washington |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1958 |
| LATEST PUBLICATION YEAR | 1996 |
| H-INDEX | 1 |
The Fields Teaching Tests
Using various Latin square and incomplete Latin square formats, the Fields test formats provide a novel way of presenting tests to students using machine scoreable answer sheets that can be item analyzed. These formats are based on Pressey's early work on the use of "teaching machines" and can be developed for most classes. Items can be constructed for students at the initial stages of learning to help them acquire knowledge or they can be used t…
Estimating the Optimum Number of Options Per Item Using an Incremental Option Paradigm
Previous studies have demonstrated the efficacy of using three-option multiple-choice items. In these studies three- and four-option items were constructed from preexisting item analysis data obtained from five-option items. In this study, a two-option test was constructed, and options were systematically added to this test by using a taxonomy of item writing rules to guide the process of distractor development. Nonsignificant differences (p 2 .0…
Reliability of Comparably Wriften Two-Option Multiple-Choice and True-False Test Items
This study compares two-option multiple-choice vocabulary test items with comparably written true-false test items. Results indicate that the multiple-choice format provides a significantly more reliable measure than the true-false format. Results further indicate that the true and false items do not appear to be measuring the same abilities. Potential strategies are discussed that an examinee may use for solving two-option multiple-choice and tr…
The Effects of the Number of Options per Item and Student Ability on Test Validity and Reliability
Reliability and validity of multiple-choice examinations were computed as a function of the number of options per item and student ability for junior class parochial high school students administered the verbal section of the Washington Pre-College Test Battery. The least discriminating options were deleted to create 3- and 4-option test formats from the original 5-option item test. Students were placed into ability groups by using noncontiguous …
Acquiescence as a Function of Test Type and Subject Uncertainty
Empirical studies have shown that attitude items are loaded more highly on a general acquiescence factor than are personality-type items. These results have been explained by postulating that two different psychological processes underlie acquiescent responses to attitude and personality measures—the first, a general proclivity for agreeing, and the second, an impulsive tendency to endorse item content as being self-descriptive. A more parsimonio…
Beyond Analysis of Variance
What Quantitative Research Is and Why It Doesn't Work
Validity and Reliability of Tests having Differing Numbers of Options for Students of Differing Levels of Ability
Achievement test reliability and validity as a function of ability were determined for multiple sections of a large University of Washington French class. Previous empirical and theoretical papers suggested that reliabilities of tests with 3-option items were as high as or higher than those of tests with 2-, 4-,or 5-options. Lord (1977) and Weber (1978), however, argued that decreasing the number of options resulted in a more efficient test for h…
The Effects of Differing Instructions and Guessing Formulas on Reliability and Validity
Achievement as a Function of Test Difficulty Level
Theoretically Derived Chance Scores and their Normative Equivalents on a Selected Number of Standardized Tests
An Investigation of Response Sets on Altered Parallel Forms
Systematic Biases in the Keying of Correct Responses on Certain Standardized Tests
Systematic Biases in the Keying of Correct Responses on Certain Standardized Tests
Theoretically Derived Chance Scores and their Normative Equivalents on a Selected Number of Standardized Tests
An Investigation of Response Sets on Altered Parallel Forms
Achievement as a Function of Test Difficulty Level
The Effects of Differing Instructions and Guessing Formulas on Reliability and Validity
Validity and Reliability of Tests having Differing Numbers of Options for Students of Differing Levels of Ability
Achievement test reliability and validity as a function of ability were determined for multiple sections of a large University of Washington French class. Previous empirical and theoretical papers suggested that reliabilities of tests with 3-option items were as high as or higher than those of tests with 2-, 4-,or 5-options. Lord (1977) and Weber (1978), however, argued that decreasing the number of options resulted in a more efficient test for h…
What Quantitative Research Is and Why It Doesn't Work
Acquiescence as a Function of Test Type and Subject Uncertainty
Empirical studies have shown that attitude items are loaded more highly on a general acquiescence factor than are personality-type items. These results have been explained by postulating that two different psychological processes underlie acquiescent responses to attitude and personality measures—the first, a general proclivity for agreeing, and the second, an impulsive tendency to endorse item content as being self-descriptive. A more parsimonio…
Beyond Analysis of Variance
The Effects of the Number of Options per Item and Student Ability on Test Validity and Reliability
Reliability and validity of multiple-choice examinations were computed as a function of the number of options per item and student ability for junior class parochial high school students administered the verbal section of the Washington Pre-College Test Battery. The least discriminating options were deleted to create 3- and 4-option test formats from the original 5-option item test. Students were placed into ability groups by using noncontiguous …
Reliability of Comparably Wriften Two-Option Multiple-Choice and True-False Test Items
This study compares two-option multiple-choice vocabulary test items with comparably written true-false test items. Results indicate that the multiple-choice format provides a significantly more reliable measure than the true-false format. Results further indicate that the true and false items do not appear to be measuring the same abilities. Potential strategies are discussed that an examinee may use for solving two-option multiple-choice and tr…
Estimating the Optimum Number of Options Per Item Using an Incremental Option Paradigm
Previous studies have demonstrated the efficacy of using three-option multiple-choice items. In these studies three- and four-option items were constructed from preexisting item analysis data obtained from five-option items. In this study, a two-option test was constructed, and options were systematically added to this test by using a taxonomy of item writing rules to guide the process of distractor development. Nonsignificant differences (p 2 .0…
The Fields Teaching Tests
Using various Latin square and incomplete Latin square formats, the Fields test formats provide a novel way of presenting tests to students using machine scoreable answer sheets that can be item analyzed. These formats are based on Pressey's early work on the use of "teaching machines" and can be developed for most classes. Items can be constructed for students at the initial stages of learning to help them acquire knowledge or they can be used t…
Psychology (12 works) · Mathematics (10 works) · Statistics (9 works) · Computer Science (6 works) · Psychometrics (6 works) · Test (biology) (6 works) · Reliability (semiconductor) (5 works) · Standardized test (5 works) · Econometrics (4 works) · Mathematics education (4 works)