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Getting Lucky: How Guessing Threatens the Validity of Performance Classifications

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Bibliographic Details
Title: Getting Lucky: How Guessing Threatens the Validity of Performance Classifications
Language: English
Authors: Foley, Brett P.
Source: Practical Assessment, Research & Evaluation. Feb 2016 21(3).
Availability: Center for Educational Assessment. 813 North Pleasant Street, Amherst, MA 01002. e-mail: pare@umass.edu; Tel: 413-577-2180; Web site: https://scholarworks.umass.edu/pare
Peer Reviewed: Y
Page Count: 23
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Descriptors: Guessing (Tests), Multiple Choice Tests, Case Studies, Test Construction, Test Validity, Probability, Educational Assessment, Test Items, Scoring, Standard Setting (Scoring)
ISSN: 1531-7714
Abstract: There is always a chance that examinees will answer multiple choice (MC) items correctly by guessing. Design choices in some modern exams have created situations where guessing at random through the full exam--rather than only for a subset of items where the examinee does not know the answer--can be an effective strategy to pass the exam. This paper describes two case studies to illustrate this problem, discusses test development decisions that can help address the situation, and provides recommendations to testing professionals to help identify when guessing at random can be an effective strategy to pass the exam.
Abstractor: As Provided
Entry Date: 2016
Accession Number: EJ1091824
Database: ERIC
Description
Abstract:There is always a chance that examinees will answer multiple choice (MC) items correctly by guessing. Design choices in some modern exams have created situations where guessing at random through the full exam--rather than only for a subset of items where the examinee does not know the answer--can be an effective strategy to pass the exam. This paper describes two case studies to illustrate this problem, discusses test development decisions that can help address the situation, and provides recommendations to testing professionals to help identify when guessing at random can be an effective strategy to pass the exam.
ISSN:1531-7714