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C. Chase, H. Ludlow (1966)
Readings in educational and psychological measurement
R. Marso (1969)
The Influence of Test Difficulty upon Study Efforts and Achievement, 6
G. Lesser (1960)
Motives in Fantasy, Action, and SocietyJournal of Nervous and Mental Disease, 130
F. Davis (1959)
Use of Correction for Chance Success in Test ScoringJournal of Educational Research, 52
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
American Educational Research Journal – SAGE
Published: Jun 23, 2016
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