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“Verbal Overload” and Achievement Tests: A Replication1:

“Verbal Overload” and Achievement Tests: A Replication1: American Educational Research Journal Spring 1973, Vol. 10, No. 2, Pp. 155-162 'Verbal Overload" and Achievement Tests: A Replication' SAMUEL A. LIVINGSTON Johns Hopkins University Multiple-choice tests are commonly used to test many different kinds of knowledge and skills. The poor reader would appear to be at an obvious disadvantage when taking this type of test, and his disadvantage would seem t o be greatest when the items are written in language which is more complex than it has to be. Bornstein and Chamberlain (1970) have argued that "the language used on multiple-choice achievement test items should be no more complex than is necessary to test the examinee's knowledge of the subject matter. Language complexity above this minimum level can be regarded as verbal overload and may constitute a source of bias against those people whose verbal skills are limited [p. 597]. " To find out whether "verbal overload" actually affects examinees' test scores in a school testing situation, Bornstein and Chamberlain (1970) used a test made up of items from the Sequential Tests of Educational Progress (Educational Testing Service) social studies tests. These items measure the student's ability to interpret social studies materials. The items were of two http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

“Verbal Overload” and Achievement Tests: A Replication1:

American Educational Research Journal , Volume 10 (2): 8 – Nov 23, 2016

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References (9)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312010002155
Publisher site
See Article on Publisher Site

Abstract

American Educational Research Journal Spring 1973, Vol. 10, No. 2, Pp. 155-162 'Verbal Overload" and Achievement Tests: A Replication' SAMUEL A. LIVINGSTON Johns Hopkins University Multiple-choice tests are commonly used to test many different kinds of knowledge and skills. The poor reader would appear to be at an obvious disadvantage when taking this type of test, and his disadvantage would seem t o be greatest when the items are written in language which is more complex than it has to be. Bornstein and Chamberlain (1970) have argued that "the language used on multiple-choice achievement test items should be no more complex than is necessary to test the examinee's knowledge of the subject matter. Language complexity above this minimum level can be regarded as verbal overload and may constitute a source of bias against those people whose verbal skills are limited [p. 597]. " To find out whether "verbal overload" actually affects examinees' test scores in a school testing situation, Bornstein and Chamberlain (1970) used a test made up of items from the Sequential Tests of Educational Progress (Educational Testing Service) social studies tests. These items measure the student's ability to interpret social studies materials. The items were of two

Journal

American Educational Research JournalSAGE

Published: Nov 23, 2016

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