أثر طريقة تصحيح اختبار الصواب-الخطأ المتعدد على الخصائص السيكومترية للاختبار و فقراته

Abstract EN

The purpose of the study was to examine the effect of the multiple truefalse test scoring method on test validity, reliability, item-difficulty and discrimination coefficients, as well as on examinees achievement.

To achieve this goal, a multiple true- false measurement and evaluation test, consisting of (25) items of four choices each, was developed and administered to (122) students at Irbid National University.

The test was scored by using four different methods that varied in the degree of considering partial knowledge.

By using SPSS, two validity coefficients, Cronbach alpha, item-difficulty and discrimination coefficients, and achievement means were computed for each scoring method.

The findings of the study indicated that there were no statistically significant differences in the test validity, reliability, and discrimination coefficients.

Whereas, there were statistically significant differences in the item-difficulty and examinees achievement: The fourth scoring method in which partial knowledge was most considered was the most effective method for reference test achievement, followed by the third method, then the second and the last was the first method.

This down ranking showed that the fourth method was the easiest one since it gave the highest score