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A STUDY OF HYPOTHESES BASIC TO THE USE OF RIGHTS AND FORMULA SCORES
Author(s) -
ANGOFF WILLIAM H.,
SCHRADER WILLIAM B.
Publication year - 1984
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.1745-3984.1984.tb00217.x
Subject(s) - test (biology) , parallelism (grammar) , reliability (semiconductor) , psychology , differential (mechanical device) , differential effects , statistical hypothesis testing , graduate students , alternative hypothesis , cognitive psychology , mathematics education , econometrics , mathematics , computer science , statistics , null hypothesis , medicine , quantum mechanics , parallel computing , engineering , biology , aerospace engineering , paleontology , pedagogy , power (physics) , physics
The hypothesis that some students, when tested under formula directions, omit items about which they have useful partial knowledge implies that such directions are not as fair as rights directions, especially to those students who are less inclined to guess. This hypothesis may be called the differential effects hypothesis. An alternative hypothesis states that examinees would perform no better than chance expectation on items that they would omit under formula directions but would answer under rights directions. This may be called the invariance hypothesis. Experimental data on this question were obtained by conducting special test administrations of College Board SAT‐verbal and Chemistry tests and by including experimental tests in a Graduate Management Admission Test administration. The data provide a basis for evaluating the two hypotheses and for assessing the effects of directions on the reliability and parallelism of scores for sophisticated examinees taking professionally developed tests. Results support the invariance hypothesis rather than the differential effects hypothesis.