Title: Ability and Test Anxiety as Factors in "The Influence of Test Difficulty upon Study Efforts and Achievement"?
Abstract: Marso (1969) has posed important questions regarding the use of traditional psychometric criteria alone, for classroom test item selection, 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, particularly of the effects of student ability, test anxiety, and E's success in producing examinations to his criteria. In examining Marso's Table 2 (1969, p. 625), it appears that his combined parts 1 and 2 (93 items) are really his parts 1 and 3. This
Publication Year: 1971
Publication Date: 1971-05-01
Language: en
Type: article
Indexed In: ['crossref']
Access and Citation
Cited By Count: 1
AI Researcher Chatbot
Get quick answers to your questions about the article from our AI researcher chatbot