The Impact of Correction for Guessing Formula on MC and Yes/No Vocabulary Tests' Scores
محورهای موضوعی : English Language Teaching (ELT)عبدالله برادران 1 , سعیده آهنگری 2 , شکوه رشوند 3
1 - Islamic Azad University Tehran Central Branch
2 - Islamic Azad University, Tabriz Branch
3 - Islamic Azad University, Tabriz Branch
کلید واژه: Multiple-Choice Questions, Correction for Guessing (CFG), Yes/No Questions,
چکیده مقاله :
A standard correction for random guessing (cfg) formula on multiple-choice and Yes/Noexaminations was examined retrospectively in the scores of the intermediate female EFL learners in an English language school. The correctionwas a weighting formula for points awarded for correct answers,incorrect answers, and unanswered questions so that the expectedvalue of the increase in test score due to guessing was zero. The researcher compared uncorrected and corrected scores on examinationsusing multiple-choice and Yes/No formats. These short-answer formats eliminatedor at least greatly reduced the potential for guessing the correctanswer. The expectation for students to improve their grade by guessingon multiple-choice and Yes/No format examinations is well known. The researcher examined a method for correcting for random guessing (cfg) " no knowledge" on multiple- choice and Yes/No vocabulary examinations by comparing application and non-application of correction for guessing (cfg) formula on scores on these examinations. It was done to determine whether the test takers really knew the correct answer, or they had resorted to a kind of guessing. This study represented a unique opportunity to compare scores from multiple-choice and Yes/No examinations in a settingin which students were given the same number of questions ineach of the two format types testing their knowledge over thesame subject matter. The results of this study indicated that the significant differences were highlighted between the subjects' scores when cfg formula was applied and when it was not.
در این تحقیق تاثیر فرمول استانداردcfg بر آزمونهای چهارگزینه ای و بله/خیر زبان آموزان خانم سطح متوسط در یک موسسه زبان انگلیسی بررسی گردیده است. روش تصحیح اوراق استفاده از یک فرمول بارم بندی است که بارم پاسخ های درست – پاسخ های نادرست و سئوالات بی جواب را بگونه ای در نظر گرفته که افزایش نمرات از روی حدس/گمان تقریبا" به صفر رسیده است. نمرات زبان آموزان یکبار با استفاده از فرمول cfg و یکبار بدون استفاده از فرمول فوق در دو شکل چهارگزینه ای و بله/خیر مورد بررسی قرار گرفته است. انتخاب آزمونهای چهارگزینه ای و بله/خیر انتخاب جواب از روی حدس/گمان را مرتفع یا حداقل بطرز قابل ملاحظه ای کاهش می دهد.چرا که احتمال افزایش نمره با در نظر گرفتن فاکتور حدس همواره در این دو نوع آزمون مشهود بوده است. محقق روش تصحیح با در نظر گرفتن فاکتور حدس = عدم دانش کافی= در آزمونهای لغت چهارگزینه ای و بله/خیر را یکبار با استفاده و یکبار بدون استفاده از فرمولcfg مورد بررسی قرارداده است تا مشخص نماید زبان آموزان واقعا" به جواب سئوالات واقف بوده و یا از روی حدس و گمان به پاسخ صحیح دست یافته اند. این تحقیق فرصتی استثنایی برای مقایسه نمرات آزمونهای چهارگزینه ای و بله/خیر در شرایطی که زبان آموزان تعداد سئوالاتی برابر با مفادی یکسان در هر دو شکل آزمون در دسترس داشته اند ایجاد نموده است. نتایج این تحقیق حاکی از آن است که تفاوت قابل ملاحظه ای در نمرات زبان آموزان با استفاده از این فرمول و بدون استفاده از آن وجود داشته است.
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