WHAT PUPILS AND TEACHERS SHOULD KNOW ABOUT GUESSING
Interim technical rept.
SHUFORD-MASSENGILL CORP LEXINGTON MA
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A recent advance in educational measurement has made it possible for the first time to obtain valid and reliable measurements of a pupils degree of confidence in the answers to objective test questions. The meaning and qualitative significance of guessing on objective tests is examined by using decision-theoretic psychometrics. The origin of the guessing problem is traced to the conventional number of rights scoring system and three types of guessing are defined blind guessing, partially blind guessing, and rational guessing. These three types of guessing are shown to affect both the reliability and validity of a pupils test score as well as the ability of a teacher to classify pupils for remedial help. Four unsuccessful attempts to remedy the guessing problem are illustrated. This leads to an explanation of how admissible confidence measurement techniques completely eliminate guessing.
- Humanities and History