The reliability of new-type or objective tests in a normal classroom situation

Abstract

A study of objective classroom examinations indicated that the fluctuation in reliability is such that the practice of revision is highly desirable. Elimination of a very unreliable section may lower the reliability of the total test; the intercorrelations between true-false, multiple choice, and completion tests are fairly high; completion tests tend to be more reliable than recognition-type tests; recognition-type tests tend to include many items which are too easy, while completion tests include a few items which are too difficult. (PsycInfo Database Record (c) 2025 APA, all rights reserved)