A New Approach to the Achievment Test Items Evaluation: The Correctness Coefficient

dc.creator	Foltýnek Tomáš
dc.date	2009-06-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:15:20Z
dc.date.available	2015-07-20T22:15:20Z
dc.identifier	1803-1617
dc.identifier	https://doaj.org/article/cc09522a35b347739d242d2be4801431
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/17567
dc.description	This paper deals with the problem set of an achievement test item scoring. The scoring process is generalized with the help of correctness coefficient – the new concept set up by the author. The paper describes complexly formalization of the scoring process, contextualizes the contemporary used methods to the general context and brings new methods as well. The scoring methods of sorting items and guessing penalty are described in detail. Observations described in this paper can help examiners with more accurate assessment of achievement test results. In the first part, the theoretical basics of the test item scoring are given. We are going to find out that whole scoring process depends on the teaching objectives, test item types, curriculum taxonomy and achievement test objectives. Then the theory of the test item types is described. After this theoretical introduction the concepts of the total achievement test score and correctness coefficient are set up. Let’s emphasize that using of the correctness coefficient is the new contribution of the author. Than the correctness coefficient is used to express the measure of examinee’s answer accuracy within the different test item types. Using the correctness coefficient for evaluation of closed multiple-choice items, injective and general relational items, narrow open items, joining items and sorting items are deeply examined and described. Various scoring method for these item types are discussed, especially for the sorting and joining items. Afterwards the theory of penalty guessing is expressed with the help of the correctness co efficient, which strengthens the ability and universality of theory being described. The main goal of this research paper is to provide the complex theoretical overview of the test item scoring problems, which can be useful for pedagogues, examiners and testing application (or e-learning system) developers to provide more accurate and clear evaluation process of the achievement test.
dc.language	English
dc.publisher	Czech University of Life Sciences Prague
dc.relation	http://www.eriesjournal.com/_papers/article_61.pdf
dc.relation	https://doaj.org/toc/1803-1617
dc.source	Journal on Efficiency and Responsibility in Education and Science, Vol 2, Iss 1, Pp 28-40 (2009)
dc.subject	Evaluation methodologies
dc.subject	intelligent tutoring systems
dc.subject	media in education
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	A New Approach to the Achievment Test Items Evaluation: The Correctness Coefficient
dc.type	article