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MATCHED PAIR TRUE‐FALSE SCORING: EFFECT ON RELIABILITY AND VALIDITY 1
Author(s) -
BRANDENBURG DALE C.,
WHITNEY DOUGLAS R.
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.tb00961.x
Subject(s) - statistics , reliability (semiconductor) , mathematics , test (biology) , consistency (knowledge bases) , psychology , acquiescence , sample (material) , kappa , paleontology , power (physics) , chemistry , physics , geometry , chromatography , quantum mechanics , politics , political science , law , biology
The matched pair technique for writing and scoring true‐false items was designed to compensate for the acquiescence response set of primary grade children. The claim that this technique increases reliability to an appreciable extent over traditional true‐false scoring was investigated by comparing alpha internal consistency coefficients computed for the matched pair true‐false, traditional true‐false, and three other scoring schemes. Both the total sample coefficients and individual classroom coefficients were computed from the standardization sample of a primary grade economics achievement test (Primary Test of Economic Understanding). Classroom reliability coefficients computed from the matched pair scores were found to be higher than those from scores computed by the other methods. Total sample coefficients obtained from four of the five methods were nearly equal. Evidence of the effects of each scoring technique on concurrent validity is also presented. Contrary to expectations, the correlations of traditional and matched pair scores with Iowa Test of Basic Skills (ITBS) subtests (when adjusted for differing reliabilities) were approximately equal.