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NCME 2008 Presidential Address: The Impact of Anchor Test Configuration on Student Proficiency Rates
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Fitzpatrick, Anne R. – Educational Measurement: Issues and Practice, 2008
Examined in this study were the effects of reducing anchor test length on student proficiency rates for 12 multiple-choice tests administered in an annual, large-scale, high-stakes assessment. The anchor tests contained 15 items, 10 items, or five items. Five content representative samples of items were drawn at each anchor test length from a…
Descriptors: Test Length, Multiple Choice Tests, Item Sampling, Student Evaluation
Estimating the Effects of Test Length and Test Time on Parameter Estimation Using the HYBRID Model.
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Yamamoto, Kentaro – 1995
The traditional indicator of test speededness, missing responses, clearly indicates a lack of time to respond (thereby indicating the speededness of the test), but it is inadequate for evaluating speededness in a multiple-choice test scored as number correct, and it underestimates test speededness. Conventional item response theory (IRT) parameter…
Descriptors: Ability, Estimation (Mathematics), Item Response Theory, Multiple Choice Tests
Multiple Choice and True/False Tests: Reliability Measures and Some Implications of Negative Marking
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Burton, Richard F. – Assessment & Evaluation in Higher Education, 2004
The standard error of measurement usefully provides confidence limits for scores in a given test, but is it possible to quantify the reliability of a test with just a single number that allows comparison of tests of different format? Reliability coefficients do not do this, being dependent on the spread of examinee attainment. Better in this…
Descriptors: Multiple Choice Tests, Error of Measurement, Test Reliability, Test Items