An approach to partitioning the variance in student ratings not previously reported in the literature is described. The new approach provides an alternative basis for interpreting faculty evaluations that overcome objections to current practices. Student responses on evaluation forms were cluster-analyzed to establish homogeneous subgroups of…

To date a theoretical basis has not been developed for determining changes in reliability when score points from random guessing are eliminated and those from non-randon guessing are retained. This paper presents a derivation of an expression for the reliability coefficient which displays the effect of deleting score components due to random…

Six different approaches to scoring test data, including number right, correction for guessing, and answer-until-correct, were investigated using Monte Carlo techniques. Modes permitting multiple response showed higher internal consistency, but there was little difference among modes for a validity measure. (JKS)

Students in an introductory college course (n=275) responded to equivalent 20-item halves of a test under number-right and formula-scoring instructions. Formula scores of those who omitted items overaged about one point lower than their comparable (formula adjusted) scores on the test half administered under number-right instructions. In contrast,…

A report on the development, implementation, and evaluation of an inexpensive support system providing for file maintenance, administration and scoring of tests, and feedback to the instructor. (Author)

Student responses to a set of evaluation questions were cluster analyzed to establish homogeneous subgroups of students (within classes) who exhibited distinct evaluation profiles. The investigators recommend reporting profiles from clusters of student ratings is far superior to the typical reporting of evaluation results. (Author/PN)

Alternate versions of Hutchinson's theory were compared, and one which implies the existence of partial knowledge was found to be better than one which implies that an appropriate measure of ability is obtained by applying the conventional correction for guessing. (Author/PN)

College teachers often use norm-referenced classroom tests which are too easy for distinguishing adequately among levels of student achievement, yet they are reluctant to adopt more difficult tests. We explored the basis for current practices concerning test difficulty through informal interviews and questionnaires completed by faculty members and…