Validity and Reliability Indices of Three-Multiple Choice Tests Using the Confidence Scoring Procedure

Research Article
Validity and Reliability Indices of Three-Multiple Choice Tests Using the Confidence Scoring Procedure

The Social Sciences, 2007, 2(1), 20-23.

Abstract

The study investigated the validity and reliability indices of three multiple choice tests, using the Confidence Scoring Procedure (CSP). The study also sought to determine whether or not the validity and reliability indices would be improved, if the tests were scored using the confidence scoring method. The population consisted of all SS2 secondary school students in Gbonyin Local Government Area of Ekiti State, Nigeria. The sample consisted 450 SS2 mathematics students, selected by the purposive and proportional sampling techniques. The instrument was a 50-item achievement test in mathematics of three formats each, the instrument was administered on the students as a class test. The three multiple choice tests were mixed and the testees did not know that they were answering different forms of the same tests. The responses were scored using the confidence scoring method. Two null hypothesis were generated and tested at 0.05 level of significance, using Kuder-Richardson`s formula 20, Z-ratio and correlation. The result showed that the contribution of blind guessing to testees was not directly related to the validity of the three multiple choice tests used. The confidence scoring procedure improved the reliability index of multiple choice of the tests used, except the validity of the 3-alternative choice. The result also showed that confidence scoring procedure rewards partial knowledge of testees on multiple choice tests. Based on the findings above, it was recommended that the confidence scoring method should be encouraged, since it improves validity and reliability indices of tests.

ASCI-ID: 177-60

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