To investigate changes in critical thinking ability, stereotypic beliefs, dogmatism, and values, a battery of cognitive and affective measures was administered to 1051 students as freshmen and then as seniors. The data were considered separately for males and females. The principal findings were that: (a) there is a significant decrease in stereotypic beliefs and unreceptivity to new ideas, (b) seniors are more "outer-directed" than they were as freshmen, (c) there is a significant improvement in critical thinking ability, and (d) seniors are not more homogeneous in certain attitudinal traits than freshmen. It was also shown that most of the changes took place during the freshman and sophomore yrs.

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Every major textbook in measurement discusses the improvement of a test through the use of item statistics. Most students taking a course in test construction remember that item analysis can be useful in item selection decisions. Unfortunately, they tend to forget that item analyses can also be useful for item revision. Too frequently a person doing an item analysis of a multiple-choice test fails to go beyond computing the item difficulty and discrimination indices. When only this superficial analysis is completed, reasons underlying any item failures can not be discerned and item revision is difficult. It is when the responses to each of the foils have been examined that item revision can be accomplished most effectively.The purpose of this paper is to study the value of using a complete item analysis in rewriting items that have been shown to lack appropriate discrimination power. The researchers were interested in seeing whether it was more efficient to rewrite "poor" items than to write new items to improve the discrimination power of a test. METHODAbout 600-700 students take an introductory educational psychology course at Michigan State University each term. For many years, a part of the evaluation procedure has been multiple-choice examinations. The tests are revised each quarter. Past revision have been conducted primarily by taking previous exam questions that have discriminated well and are still of appropriate content. These were used together with new items written by the instructors. Seldom were individual items rewritten through revision of the foils and even when that was done, no systematic follow-up of these rewritten items was undertaken to determine whether their discriminating powers improved.An instructor familiar with the course content was asked to review a 60-item test given the previous quarter, and select items that were appropriate in content for the test being prepared. A complete item analysis had been conducted on this test showing the difficulty and discrimination indices, as well as the Percent of people in the upper and lower 27% who responded to each alternative? Thirty-two items in this test were found to be still appropriate in content. These 32 items were then examined and 18 were found to be acceptable for use without revision, 14 being in need of revision. These 14 items were revised by an instructor. The major revisions were accomplished by looking at the item analysis data on the foils and revising those foils which were not pulling in the proper direction, that is, those which were not more attractive to the lower group than the upper group. The total time needed 1The discrimination index used was the "D" index. See Findley (1956) and Englehart (1965) for a more thorough discussion. 65 66 JOURNAL OF EDUCATIONAL MEASUREMENT VOL, 4, NO. 2 for revision was about 1 hour. Examples of the type of revision that was done and the consequences are shown in the following items.

To investigate the relationship between length of college attendance and changes in stereotypic beliefs, dogmatism, and value orientation, a battery of instruments was administered to 1,747 Ss as freshmen and then 4 years later whether or not they were still in attendance. The principal findings were that regardless of sex and length of college attendance (a) all groups became less stereotypic in their beliefs, less dogmatic, and with few exceptions, more "outer directed" in their value orientation, and (b) there was, for all practical purposes, no significant relationship between general academic aptitude and either the degree or direction of personality changes. Female Ss, regardless of time spent at college, underwent a more marked change in their attitudes and values between 1958 and 1962 than did their male counterparts. Hypotheses were advanced to explain some of the findings.

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