Allowing Students a Choice of Items on Objective Examinations
Bibliographic Data
| ID | 19379201 |
|---|---|
| Authors | Larry Weber (0000-0001-7003-4714, Virginia Tech), Robert B Frary (Virginia Tech), Robert Frary, Lawrence H Cross (Virginia Tech), Lawrence Cross |
| Year | 1995 |
| Volume | 20 |
| Issue | 3 |
| Pages | 301-306 |
| Publication date | 1995-12-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0260293950200306 |
| OpenAlex | W2016796464 |
| Language | EN |
| References cited | 2 |
Measurement experts often advise against giving students an option of selecting which items on a test they choose to answer. A review of the related literature revealed that this caveat refers primarily to essay examinations. It was the purpose of this research to investigate the effects of permitting students the prerogative of selecting a proportion of the items on an objective test which they wished to exclude from the calculation of a grade. Findings regarding the effects of this practice on test reliability, test validity and on the students' relative test performance ranks suggest that it may not be as deleterious as we had been led to believe
Mathematics education · Medical education · Multiple choice · Objective test · Prerogative · Psychometrics · Significant difference · Standardized test · Statistics · Test validity · African Education and Politics · Clinical Psychology · Diverse Education and Engineering Focus · Mathematics · Medicine · Psychology · Social Psychology · Student Assessment and Feedback
| Highly cited | No |
|---|