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ACHIEVEMENT TEST RELIABILITY AS A FUNCTION OF PUPIL‐RESPONSE PROCEDURES
Author(s) -
BECK MICHAEL D.
Publication year - 1974
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.1745-3984.1974.tb00979.x
Subject(s) - pupil , test (biology) , psychology , metropolitan area , reliability (semiconductor) , normative , mathematics education , achievement test , standardized test , geography , paleontology , power (physics) , philosophy , physics , archaeology , epistemology , quantum mechanics , neuroscience , biology
Muller, Calhoun, and Orling (1972) conclude that test reliability is dependent on the type of answer document used by elementary pupils. The present study was designed in part to assess the differential effect of two pupil response procedures (answering directly in the test booklet versus on a separate answer folder) on Metropolitan Achievement Tests scores of grades 3 and 4 pupils. Over 4000 pupils from nine school systems took the Metropolitan , half responding in their booklets and half using answer folders. The two groups were matched by grade in general scholastic aptitude. Although the separate answer folder group received lower scores than did the group responding in the test booklets, the score reliabilities did not differ significantly for any test. Additionally, these reliabilities did not differ significantly from comparable Metropolitan normative reliabilities. For survey achievement tests such as Metropolitan , test reliability would not appear to depend on pupil response mode.