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Erasure Analyses: Reducing the Number of False Positives.

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Title: Erasure Analyses: Reducing the Number of False Positives.
Authors: McClintock, Joseph Clair (AUTHOR)
Source: Applied Measurement in Education. Jan-Mar2015, Vol. 28 Issue 1, p14-32. 19p.
Subjects: Grading of students, Multiple choice examinations, Examination answer sheets, False positive error, Educators' attitudes, Corruption
Abstract: Erasure analysis is the study of the pattern or quantity of erasures on multiple-choice paper-and-pencil examinations, to determine whether erasures were made post-testing for the purpose of unfairly increasing students’ scores. This study examined the erasure data from over 1.4 million exams, taken by more than 600,000 students. Three different methods of calculating erasures and two methods for analyzing erasures were explored. In the present study’s dataset, the distribution of the mean number of erasures was positively skewed, and student ability and student race were associated with higher percentages of erasures. Techniques that do not consider these factors are likely to be biased toward flagging more classes than would be expected by chance. A simple technique for reducing the number of false positive flags is proposed. [ABSTRACT FROM PUBLISHER]
Copyright of Applied Measurement in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Erasure Analyses: Reducing the Number of False Positives.
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  Data: Erasure analysis is the study of the pattern or quantity of erasures on multiple-choice paper-and-pencil examinations, to determine whether erasures were made post-testing for the purpose of unfairly increasing students’ scores. This study examined the erasure data from over 1.4 million exams, taken by more than 600,000 students. Three different methods of calculating erasures and two methods for analyzing erasures were explored. In the present study’s dataset, the distribution of the mean number of erasures was positively skewed, and student ability and student race were associated with higher percentages of erasures. Techniques that do not consider these factors are likely to be biased toward flagging more classes than would be expected by chance. A simple technique for reducing the number of false positive flags is proposed. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Applied Measurement in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/08957347.2014.973563
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        Text: English
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      – SubjectFull: Grading of students
        Type: general
      – SubjectFull: Multiple choice examinations
        Type: general
      – SubjectFull: Examination answer sheets
        Type: general
      – SubjectFull: False positive error
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      – SubjectFull: Educators' attitudes
        Type: general
      – SubjectFull: Corruption
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      – TitleFull: Erasure Analyses: Reducing the Number of False Positives.
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              Text: Jan-Mar2015
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