A Critical Study of the Right Minus Wrong Method

West, Paul V.

doi:10.1080/00220671.1923.10879376

Cited by 12 publications

(4 citation statements)

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“…The effects of the correction-for-guessing formula upon test characteristics have been studied; e.g., Glass and Wiley (1964) have demonstrated that the correction formula tends to decrease reliability, while Lord (1963) has shown that it tends to increase validity. It has been noted, though, by a variety of writers, that the assumptions underlying the correctior~ are generally invalid (e.g., Cureton, 1966;Shimuzu, 1965), and that the "correction" may be an overcorrection (e.g., West, 1923;Melbo, 1933;Little, 1962).…”

mentioning

confidence: 99%

THE PENALTY FOR NOT GUESSING¹

Slakter

1968

J Educational Measurement

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confidence: 99%

THE PENALTY FOR NOT GUESSING¹

Slakter

1968

J Educational Measurement

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“…The results of such confidence ratings have been discussed elsewhere. For similar material see Greene (7), and West (13).…”

Section: The Difficulty Of the Topics And Testsmentioning

confidence: 99%

Effectiveness of various rates of silent reading of college students.

Greene¹

1931

Journal of Applied Psychology

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One of the questions which continually confronts a serious student is "How fast shall I read this assignment?" Various rates are recommended in books on how to study, some advising a rapid first reading followed by a slow perusal of certain parts, others a slow reading followed by more swift repetitions. All suggest that technical material and information which is new must be read more slowly than non-technical and familiar material. It is also pointed out that the method of reading should depend upon the desired results. In some courses numbers of books must be rapidly reviewed while in other courses a single text or manual must be thoroughly memorized. Most courses demand a thorough knowledge of certain "fundamentals" which may be gleaned from skimming some references and reading others intensively.The factors producing successful results in these situations are certainly very numerous and complex. They may for convenience be classified under the following headmgs:1. The degree of visual acuity and endurance 2 The speed of reading responses 3 The recognition of symbols, such as letters, numbers, punctuation marks, etc 4. The association of meanings with certain symbols 5 The eduction of relations of similarity, difference, cause, etc. 6 The energy factors, such as dominant trains of thought, mood, desire, muscular tension, etc., which direct attention.

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“…Previous work on self-estimates of Tightness or confidence hy Cattell,(l) Henmon,(2) Hollingworth,(3) Trow, (5) and West (6) indicate that the average student is more confident of his right than his wrong judgments, the degree of confidence varies with the complexity and type of test, and that in an unseleeted group there is a nearly chance correspondence between achievement and a score representing total confidence. There are two possible explanations for this lack of agreement between confidence and achievement.…”

mentioning

confidence: 99%