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USE OF OPTICALLY SCORED TEST ANSWER SHEETS WITH YOUNG CHILDREN
Author(s) -
GAFFNEY RICHARD F.,
MAGUIRE THOMAS O.
Publication year - 1971
Publication title -
journal of educational measurement
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.917
H-Index - 47
eISSN - 1745-3984
pISSN - 0022-0655
DOI - 10.1111/j.1745-3984.1971.tb00912.x
Subject(s) - test (biology) , session (web analytics) , psychology , set (abstract data type) , mathematics education , multiple choice , sample (material) , statistics , computer science , mathematics , significant difference , paleontology , chemistry , chromatography , world wide web , biology , programming language
By testing a sample of 840 school children from an urban school district, the authors examined the practical limitations of the use of an optically scored answer sheet. The independent variables were grade (two through nine) and degree of instruction and practice (three levels). The dependent variable was the number of easy items (embedded within a set of ordinary test items) that were correctly answered. The easy items, which were different for the various grades, were selected because other children, comparable to those used in the experiment, were able to answer them virtually without error when answering on a test booklet rather than on the answer sheet. The findings indicated that students in grades two and three, in the fall of the year, were unable to make valid responses. Students in grades four and five seemed able to make valid responses only after receiving specific instructions and a practice session. Above grade five, students made valid responses regardless of the types of instructions they received.