Abstract
True-false test items are regarded with disfavor by some test specialists and test users. They are suspected of being often trivial or ambiguous and always susceptible to guessing. Ebel (1970) has argued that these faults are not inherent in the form, and need not seriously limit its usefulness. He has provided a rationale for the validity of the form in tests of educational achievement, and has shown that highly reliable test scores can be obtained from true-false tests. Others (Burmester & Olson, 1966; Frisbie, 1973) have provided evidence to support the belief that true-false items are not essentially different from multiple choice items, and that they can serve essentially the same purposes. However, it has been suggested that effective use of the form requires special talent, and that typical classroom teachers are unlikely to be able to use it effectively (Storey, 1966; Wesman, 1971). The present study was designed to shed some light on this question.
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