Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Notes and Comments: Ability and Test Anxiety as Factors in “The Influence of Test Difficulty upon Study Efforts and Achievement”?:

Notes and Comments: Ability and Test Anxiety as Factors in “The Influence of Test Difficulty upon... American Educational Research Journal Ability and Test Anxiety as Factors in "The Influence of Test Difficulty upon Study Efforts and Achievement? EDWARD EAR L GOTTS Indiana University Marso (1969) has posed important questions regarding the use of traditional psychometric criteria alone, for classroom test item selec­ tion, in the absence of student behavioral considerations. An average item difficulty of near 50 percent (Form W—difficult) was contrasted in his study with one of near 70 percent (Form G—easy), using measures of verbal ability and of test anxiety as control variables, each blocked into three levels. Form W was designed to approximate recommended psychometric standards; exposure to Form G, which "approximates regular classroom practice", was hypothesized to produce, in contrast to Form W, more study time and greater student achievement upon final examination. Marso's results from two separate experiments were reported, respectively, as supporting each of these predictions. Marso directed careful and creative effort to excluding experimentally from the studies any social expectancy bias effects. His article is competently handled, in fact, until the reporting of findings. But some reexamination is needed of Marso's reporting, par­ ticularly of the effects of student ability, test anxiety, and E's success in producing examinations http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Notes and Comments: Ability and Test Anxiety as Factors in “The Influence of Test Difficulty upon Study Efforts and Achievement”?:

American Educational Research Journal , Volume 8 (3): 5 – Jun 23, 2016

Loading next page...
 
/lp/sage/notes-and-comments-ability-and-test-anxiety-as-factors-in-the-Chu40ZRCnE

References (4)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312008003576
Publisher site
See Article on Publisher Site

Abstract

American Educational Research Journal Ability and Test Anxiety as Factors in "The Influence of Test Difficulty upon Study Efforts and Achievement? EDWARD EAR L GOTTS Indiana University Marso (1969) has posed important questions regarding the use of traditional psychometric criteria alone, for classroom test item selec­ tion, in the absence of student behavioral considerations. An average item difficulty of near 50 percent (Form W—difficult) was contrasted in his study with one of near 70 percent (Form G—easy), using measures of verbal ability and of test anxiety as control variables, each blocked into three levels. Form W was designed to approximate recommended psychometric standards; exposure to Form G, which "approximates regular classroom practice", was hypothesized to produce, in contrast to Form W, more study time and greater student achievement upon final examination. Marso's results from two separate experiments were reported, respectively, as supporting each of these predictions. Marso directed careful and creative effort to excluding experimentally from the studies any social expectancy bias effects. His article is competently handled, in fact, until the reporting of findings. But some reexamination is needed of Marso's reporting, par­ ticularly of the effects of student ability, test anxiety, and E's success in producing examinations

Journal

American Educational Research JournalSAGE

Published: Jun 23, 2016

There are no references for this article.