Test-taking behavior under formula and number-right scoring conditions
Abstract Plake and Wise (1986) identified several research approaches that have the potential for adding information about guessing behavior on multiple-choice items. These approaches focus on the types and characteristics of items that tend to be omitted under correction-for-guessing instructions,...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Plake, Barbara S. [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
1988 |
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| Schlagwörter: |
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| Anmerkung: |
© The Psychonomic Society, Inc. 1988 |
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| Übergeordnetes Werk: |
Enthalten in: Bulletin of the Psychonomic Society - Springer-Verlag, 1973, 26(1988), 4 vom: Okt., Seite 316-318 |
|---|---|
| Übergeordnetes Werk: |
volume:26 ; year:1988 ; number:4 ; month:10 ; pages:316-318 |
| Links: |
|---|
| DOI / URN: |
10.3758/BF03337668 |
|---|
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SPR037063057 |
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| 520 | |a Abstract Plake and Wise (1986) identified several research approaches that have the potential for adding information about guessing behavior on multiple-choice items. These approaches focus on the types and characteristics of items that tend to be omitted under correction-for-guessing instructions, and investigate the item-consideration strategies of examinees. This study employed several of these techniques. Results demonstrate that (1) students do not adjust their item-marking behavior when correction-for-guessing instructions are imposed or removed, and (2) students, in general, use strategies other than elimination of alternatives when determining the correct answer to a multiple-choice item under correction-for-guessing directions. | ||
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10.3758/BF03337668 doi (DE-627)SPR037063057 (SPR)BF03337668-e DE-627 ger DE-627 rakwb eng Plake, Barbara S. verfasserin aut Test-taking behavior under formula and number-right scoring conditions 1988 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Psychonomic Society, Inc. 1988 Abstract Plake and Wise (1986) identified several research approaches that have the potential for adding information about guessing behavior on multiple-choice items. These approaches focus on the types and characteristics of items that tend to be omitted under correction-for-guessing instructions, and investigate the item-consideration strategies of examinees. This study employed several of these techniques. Results demonstrate that (1) students do not adjust their item-marking behavior when correction-for-guessing instructions are imposed or removed, and (2) students, in general, use strategies other than elimination of alternatives when determining the correct answer to a multiple-choice item under correction-for-guessing directions. Correct Answer (dpeaa)DE-He213 Rect Answer (dpeaa)DE-He213 Factor Pattern Matrix (dpeaa)DE-He213 Penalty Information (dpeaa)DE-He213 Educational Psychology Class (dpeaa)DE-He213 Wise, Steven L. aut Harvey, Anne L. aut Enthalten in Bulletin of the Psychonomic Society Springer-Verlag, 1973 26(1988), 4 vom: Okt., Seite 316-318 (DE-627)SPR037022717 nnns volume:26 year:1988 number:4 month:10 pages:316-318 https://dx.doi.org/10.3758/BF03337668 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER AR 26 1988 4 10 316-318 |
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10.3758/BF03337668 doi (DE-627)SPR037063057 (SPR)BF03337668-e DE-627 ger DE-627 rakwb eng Plake, Barbara S. verfasserin aut Test-taking behavior under formula and number-right scoring conditions 1988 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Psychonomic Society, Inc. 1988 Abstract Plake and Wise (1986) identified several research approaches that have the potential for adding information about guessing behavior on multiple-choice items. These approaches focus on the types and characteristics of items that tend to be omitted under correction-for-guessing instructions, and investigate the item-consideration strategies of examinees. This study employed several of these techniques. Results demonstrate that (1) students do not adjust their item-marking behavior when correction-for-guessing instructions are imposed or removed, and (2) students, in general, use strategies other than elimination of alternatives when determining the correct answer to a multiple-choice item under correction-for-guessing directions. Correct Answer (dpeaa)DE-He213 Rect Answer (dpeaa)DE-He213 Factor Pattern Matrix (dpeaa)DE-He213 Penalty Information (dpeaa)DE-He213 Educational Psychology Class (dpeaa)DE-He213 Wise, Steven L. aut Harvey, Anne L. aut Enthalten in Bulletin of the Psychonomic Society Springer-Verlag, 1973 26(1988), 4 vom: Okt., Seite 316-318 (DE-627)SPR037022717 nnns volume:26 year:1988 number:4 month:10 pages:316-318 https://dx.doi.org/10.3758/BF03337668 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER AR 26 1988 4 10 316-318 |
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10.3758/BF03337668 doi (DE-627)SPR037063057 (SPR)BF03337668-e DE-627 ger DE-627 rakwb eng Plake, Barbara S. verfasserin aut Test-taking behavior under formula and number-right scoring conditions 1988 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Psychonomic Society, Inc. 1988 Abstract Plake and Wise (1986) identified several research approaches that have the potential for adding information about guessing behavior on multiple-choice items. These approaches focus on the types and characteristics of items that tend to be omitted under correction-for-guessing instructions, and investigate the item-consideration strategies of examinees. This study employed several of these techniques. Results demonstrate that (1) students do not adjust their item-marking behavior when correction-for-guessing instructions are imposed or removed, and (2) students, in general, use strategies other than elimination of alternatives when determining the correct answer to a multiple-choice item under correction-for-guessing directions. Correct Answer (dpeaa)DE-He213 Rect Answer (dpeaa)DE-He213 Factor Pattern Matrix (dpeaa)DE-He213 Penalty Information (dpeaa)DE-He213 Educational Psychology Class (dpeaa)DE-He213 Wise, Steven L. aut Harvey, Anne L. aut Enthalten in Bulletin of the Psychonomic Society Springer-Verlag, 1973 26(1988), 4 vom: Okt., Seite 316-318 (DE-627)SPR037022717 nnns volume:26 year:1988 number:4 month:10 pages:316-318 https://dx.doi.org/10.3758/BF03337668 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER AR 26 1988 4 10 316-318 |
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10.3758/BF03337668 doi (DE-627)SPR037063057 (SPR)BF03337668-e DE-627 ger DE-627 rakwb eng Plake, Barbara S. verfasserin aut Test-taking behavior under formula and number-right scoring conditions 1988 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Psychonomic Society, Inc. 1988 Abstract Plake and Wise (1986) identified several research approaches that have the potential for adding information about guessing behavior on multiple-choice items. These approaches focus on the types and characteristics of items that tend to be omitted under correction-for-guessing instructions, and investigate the item-consideration strategies of examinees. This study employed several of these techniques. Results demonstrate that (1) students do not adjust their item-marking behavior when correction-for-guessing instructions are imposed or removed, and (2) students, in general, use strategies other than elimination of alternatives when determining the correct answer to a multiple-choice item under correction-for-guessing directions. Correct Answer (dpeaa)DE-He213 Rect Answer (dpeaa)DE-He213 Factor Pattern Matrix (dpeaa)DE-He213 Penalty Information (dpeaa)DE-He213 Educational Psychology Class (dpeaa)DE-He213 Wise, Steven L. aut Harvey, Anne L. aut Enthalten in Bulletin of the Psychonomic Society Springer-Verlag, 1973 26(1988), 4 vom: Okt., Seite 316-318 (DE-627)SPR037022717 nnns volume:26 year:1988 number:4 month:10 pages:316-318 https://dx.doi.org/10.3758/BF03337668 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER AR 26 1988 4 10 316-318 |
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Abstract Plake and Wise (1986) identified several research approaches that have the potential for adding information about guessing behavior on multiple-choice items. These approaches focus on the types and characteristics of items that tend to be omitted under correction-for-guessing instructions, and investigate the item-consideration strategies of examinees. This study employed several of these techniques. Results demonstrate that (1) students do not adjust their item-marking behavior when correction-for-guessing instructions are imposed or removed, and (2) students, in general, use strategies other than elimination of alternatives when determining the correct answer to a multiple-choice item under correction-for-guessing directions. © The Psychonomic Society, Inc. 1988 |
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Abstract Plake and Wise (1986) identified several research approaches that have the potential for adding information about guessing behavior on multiple-choice items. These approaches focus on the types and characteristics of items that tend to be omitted under correction-for-guessing instructions, and investigate the item-consideration strategies of examinees. This study employed several of these techniques. Results demonstrate that (1) students do not adjust their item-marking behavior when correction-for-guessing instructions are imposed or removed, and (2) students, in general, use strategies other than elimination of alternatives when determining the correct answer to a multiple-choice item under correction-for-guessing directions. © The Psychonomic Society, Inc. 1988 |
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Abstract Plake and Wise (1986) identified several research approaches that have the potential for adding information about guessing behavior on multiple-choice items. These approaches focus on the types and characteristics of items that tend to be omitted under correction-for-guessing instructions, and investigate the item-consideration strategies of examinees. This study employed several of these techniques. Results demonstrate that (1) students do not adjust their item-marking behavior when correction-for-guessing instructions are imposed or removed, and (2) students, in general, use strategies other than elimination of alternatives when determining the correct answer to a multiple-choice item under correction-for-guessing directions. © The Psychonomic Society, Inc. 1988 |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">SPR037063057</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230328181753.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">201007s1988 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.3758/BF03337668</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)SPR037063057</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(SPR)BF03337668-e</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Plake, Barbara S.</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Test-taking behavior under formula and number-right scoring conditions</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">1988</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© The Psychonomic Society, Inc. 1988</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract Plake and Wise (1986) identified several research approaches that have the potential for adding information about guessing behavior on multiple-choice items. These approaches focus on the types and characteristics of items that tend to be omitted under correction-for-guessing instructions, and investigate the item-consideration strategies of examinees. This study employed several of these techniques. Results demonstrate that (1) students do not adjust their item-marking behavior when correction-for-guessing instructions are imposed or removed, and (2) students, in general, use strategies other than elimination of alternatives when determining the correct answer to a multiple-choice item under correction-for-guessing directions.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Correct Answer</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Rect Answer</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Factor Pattern Matrix</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Penalty Information</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Educational Psychology Class</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Wise, Steven L.</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Harvey, Anne L.</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Bulletin of the Psychonomic Society</subfield><subfield code="d">Springer-Verlag, 1973</subfield><subfield code="g">26(1988), 4 vom: Okt., Seite 316-318</subfield><subfield code="w">(DE-627)SPR037022717</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:26</subfield><subfield code="g">year:1988</subfield><subfield code="g">number:4</subfield><subfield code="g">month:10</subfield><subfield code="g">pages:316-318</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://dx.doi.org/10.3758/BF03337668</subfield><subfield code="z">lizenzpflichtig</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_SPRINGER</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">26</subfield><subfield code="j">1988</subfield><subfield code="e">4</subfield><subfield code="c">10</subfield><subfield code="h">316-318</subfield></datafield></record></collection>
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