Pattern Sectioned Pupils in Lieu of Equivalent Test Forms for Classroom Testing

Abstract

At present, due to the economic element involved, a large percent of the schools of this country are unable to furnish equivalent forms of tests and examinations. Because of the crowded conditions of the schools, there are many determiners which operate to reveal the correct response to examination items despite the teacher's efforts to the contrary. These determiners enable students to obtain clues which lead to correct answers to examination items they otherwise would not get. Students may hear the distinctive stroke of a classmate's pencil to the traditionally uniform answer type ; they may get a periphery view from across the' room of certain uniform movements which lead to the correct answer ; they may note inflections in the teacher's voice on oral examinations; they may see the impulsive start of one who knows, as the correct answer to the multiple choice oral question is read; or, certain students may see the . actual abbreviated answers which vitiate the objective results of the whole test. The last mentioned breach is evidenced by the fact that some mediocre students, if allowed to do so, tend to migrate toward excellent students for the examination period. These, and a host of others, facili tate deception and consequent reduction in reliability for the newer type objective examinations. This fact makes it imperative that sectioning within the classroom be made easier and more practical for teachers. During the fall quarter of 1936, a member of the Lincoln Memorial University faculty asked the writer the following question: Is there some practical way to section large classes for examination purposes without the necessity of producing equivalent forms of the examination ? ' ' No satisfactory answer was given, yet the need was apparent, and the problem soon took form. Actual classroom situations were used for ex perimental purposes until such sectioning technique was developed. It was thought at the time however, that ultimately inner standards such as proper ideals would be the best approach to the problem. Con fidence on the part of the teacher and its attendant effect upon the con duct of the pupils was considered. But aside from these and other con 183