Measuring the Appropriateness of Multiple-Choice Test Scores

Abstract

A student may be so atypical and unlike other students that his or her aptitude test score fails to be a completely appropriate measure of his or her relative ability. We consider the problem of using the student’s pattern of multiplechoice aptitude test answers to decide whether his or her score is an appropriate ability measure. Several indicators of appropriateness are formulated and evaluated with a simulation of theScholastic Aptitude Test. Applications to investigations of alignment errors, exceptional creativity, suboptimal test taking strategies, and unauthorized access to test items are noted.

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