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Generalizability, Validity, and Examinee Perceptions of a Computer-Delivered Formulating-Hypotheses Test. GRE Board Professional Report No. 90-02aP. Bennett, Randy Elliot, Rock, Donald A [microform]
Generalizability, Validity, and Examinee Perceptions of a Computer-Delivered Formulating-Hypotheses Test. GRE Board Professional Report No. 90-02aP. Bennett, Randy Elliot, Rock, Donald A [microform]
상세정보
- 자료유형
- 마이크로피시
- 언어부호
- 본문언어 - English
- 보고서번호
- ETS-RR-93-46
- 청구기호
- 서명/저자
- Generalizability, Validity, and Examinee Perceptions of a Computer-Delivered Formulating-Hypotheses Test. GRE Board Professional Report No. 90-02aP. : Bennett, Randy Elliot, Rock, Donald A - [microform]
- 발행사항
- 형태사항
- 73; 1
- 총서명
- ERIC Reports
- 주기사항
- 73p.
- 초록/해제
- 요약Formulating-Hypotheses (F-H) items present a situation and ask the examinee to generate as many explanations for it as possible. This study examined the generalizability, validity, and examinee perceptions of a computer-delivered version of the task. Eight F-H questions were administered to 192 graduate students. Half of the items restricted examinees to 7 words per explanation, and half allowed up to 15 words. Generalizability results showed high interrater agreement, with tests of between two and four items scored by one judge achieving coefficients in the .80s. As in studies of paper-and-pencil versions, validity analyses found that although F-H was highly reliable, it was only weakly related to Graduate Record Examinations (GRE) General Test scores, differing primarily in its strong relations to a measure of ideational fluency. Versions of F-H based on different response limits tapped different abilities, with items employing the 15-word constraint appearing to be more useful for graduate assessment. Although the overwhelming majority of examinees found the F-H interface easy to use, some did experience difficulty, suggesting the possibility that computer familiarity constitutes a source of irrelevant variance in F-H scores. Twelve tables and two figures illustrate the analysis. Five appendixes contain test directions, an F-H scoring ruburic, ideation fluency measure, accomplishments questionnaire, and an opinion questionnaire. (Contains 30 references.) (AuthorSLD)
- 복제주기
- Microfiche. . Springfield, VA : ERIC Document Reproduction Service. . microfiches ; 11×15 cm.
- 기금정보
- Educational Testing Service, Princeton, N.J.
- 일반주제명
- 키워드
- 기타저자
- 기타저자
MARC
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■008980930s1993 us b 000 0 eng d
■040 ▼apcul
■0410 ▼aEnglish
■088 ▼aETS-RR-93-46
■090 ▼a370.78▼bE68
■24500▼aGeneralizability, Validity, and Examinee Perceptions of a Computer-Delivered Formulating-Hypotheses Test. GRE Board Professional Report No. 90-02aP.▼cBennett, Randy Elliot, Rock, Donald A▼h[microform]
■260 ▼aU.S.; New Jersey▼bEducational Testing Service, Princeton, NJ. Graduate Record Examination Board Program.▼cNov 93q
■300 ▼a73; 1
■440 0▼aERIC Reports
■500 ▼a73p.
■520 ▼aFormulating-Hypotheses (F-H) items present a situation and ask the examinee to generate as many explanations for it as possible. This study examined the generalizability, validity, and examinee perceptions of a computer-delivered version of the task. Eight F-H questions were administered to 192 graduate students. Half of the items restricted examinees to 7 words per explanation, and half allowed up to 15 words. Generalizability results showed high interrater agreement, with tests of between two and four items scored by one judge achieving coefficients in the .80s. As in studies of paper-and-pencil versions, validity analyses found that although F-H was highly reliable, it was only weakly related to Graduate Record Examinations (GRE) General Test scores, differing primarily in its strong relations to a measure of ideational fluency. Versions of F-H based on different response limits tapped different abilities, with items employing the 15-word constraint appearing to be more useful for graduate assessment. Although the overwhelming majority of examinees found the F-H interface easy to use, some did experience difficulty, suggesting the possibility that computer familiarity constitutes a source of irrelevant variance in F-H scores. Twelve tables and two figures illustrate the analysis. Five appendixes contain test directions, an F-H scoring ruburic, ideation fluency measure, accomplishments questionnaire, and an opinion questionnaire. (Contains 30 references.) (AuthorSLD)
■533 ▼aMicrofiche.▼bSpringfield, VA▼cERIC Document Reproduction Service.▼emicrofiches ; 11×15 cm.
■536 ▼aEducational Testing Service, Princeton, N.J.
■650 4▼xEducation
■653 ▼aComputer Assisted Testing▼aDifficulty Level▼aGeneralizability Theory▼aGraduate Students▼aHigher Education▼aHypothesis Testing▼aInterrater Reliability▼aJudges▼aScores▼aScoring▼aTest Items▼aTest Validity▼aConstraints▼aFormulating Hypotheses Items▼aIdeational Fluency
■7001 ▼aBennett, Randy Elliot
■7001 ▼aRock, Donald A.
■999 ▼a142; 160
