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DIFFERENTIAL EFFECTS OF INDIVIDUAL AND GROUP TESTING STRATEGIES IN AN OBJECTIVES‐BASED INSTRUCTIONAL PROGRAM
Author(s) -
NIEDERMEYER FRED C.,
SULLIVAN HOWARD J.
Publication year - 1972
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.1745-3984.1972.tb00952.x
Subject(s) - test (biology) , item response theory , psychology , multiple choice , differential item functioning , statistics , psychometrics , mathematics , significant difference , paleontology , biology
A total of ten first‐grade teachers in an objectives‐based reading program utilized on a biweekly basis three types of criterion tests: (1) individually‐administered, constructed‐response tests; (2) group‐administered, selected‐response tests with three choices per item; and (3) group‐administered, selected‐response tests with four choices per item. Scores on these tests and scores on an end‐of‐year, constructued‐response posttest were collected on a sample of 40 Ss for each type of test. Both the individually‐administered, constructed‐response tests and the 4‐choice, selected‐response tests provided scores that accurately predicted end‐of‐year performance. The 3‐choice tests did not. The use of 3‐choice, selected‐response tests in similar type instructional programs is not recommended.