Human Self‐Assessment in Multiple‐Choice Testing

Journal of Educational Measurement

Volumn 31, Issue 2, 1994, Pages 149-160

  Hassmén, Peter ^a   Hunt, Darwin P ^b  

^a STOCKHOLM UNIVERSITY   (Sweden)

^b NEW MEXICO STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84988087269     PISSN: 00220655     EISSN: 17453984     Source Type: Journal    
DOI: 10.1111/j.1745-3984.1994.tb00440.x     Document Type: Article

References (37)

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5. Method of measurement and gender differences in scholastic achievement
6. Empirical test of Lord's theoretical results regarding formula scoring of multiple‐choice tests
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10. Random guessing, correction for guessing and reliability of multiple‐choice test scores
11. The reliability of a promotional job knowledge examination scored by number of items right and by four confidence weighting procedures and its corresponding concurrent validity estimates relative to performance criterion ratings
12. Correlates of net gain from changing multiple‐choice answers: Replication and extension
13. Performance on multiple‐choice tests and penalty for guessing
14. Comparison of several methods of assessing partial knowledge in multiple‐choice tests: Testing procedures
15. Metamemory judgements of the origin and content of course information: Comparing text and lecture materials
16. Incremental validity of confidence weighting of items
17. Effects of human self‐assessment responding in learning
18. Overconfidence on probabilistic tests
19. The SAT as a measure of problem‐solving ability in males and females
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22. Delusions about performance on multiple‐choice comprehension tests
23. Ability of students to identify correct responses before reading
24. Admissible probability measurement procedures
25. Switching answers on multiple‐choice questions: Shrewdness or shibboleth
26. Effects of college students' learning styles and gender on their test preparation strategies
27. Answer changing on multiple‐choice tests
28. Inhibiting blind guessing: The effect of instructions
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30. Students' certainty during test‐taking and performances on clerkships and board exams