REDUCING JUDGMENT BIAS IN TEST-TAKING SITUATIONS.
Contributors: University Of Hawaii.
Published: 1996
Number of pages: 163
Subjects: Education, Educational Psychology.; Health Sciences, Nursing.
Description: Four studies were conducted to assess judgment bias on multiple-choice tests. A standard bias score for each test item was obtained by calculating the difference between participants' confidence ratings of having answered the item correctly and their actual (raw-score) performance (0 or 100) on the item, with confidence measured on a 0-100% or 25-100% scale.

A total of six variables were examined to determine their effects on judgment bias, and seven hypotheses were tested. The six variables, which were analyzed by ANOVA in separate studies, were: (a) item difficulty; (b) overall test performance; (c) performance on each item (right versus wrong answers); (d) pretest feedback about performance; (e) method of calculating bias scores; and, (f) considering reasons for or against one's answers.

The seven hypotheses were: (1) Standard bias scores are inversely related to item difficulty; (2) Standard bias scores are inversely related to performance; (3) Feedback about judgment accuracy on a pretest reduces bias on subsequent testing in the same content area; (4) Listing reasons against one's answers reduces over-confidence compared to listing reasons supporting one's choices; (5) Bias is lower when the P($\theta$) for each item, as derived by Item Response Theory, is used as a measure of performance rather than the standard (raw-score) measure; (6) Listing supporting reasons and listing opposing reasons for one's choice of answers are equally effective in reducing bias; and, (7) Over-confidence is higher on items answered incorrectly than on items answered correctly.

Consistent with previous results, Studies 1, 2 and 3 found standard bias scores to be inversely related to item difficulty, with over-confidence displayed on hard items and under-confidence exhibited on easier items, confirming Hypothesis 1. Likewise, Studies 1 and 2 tested and confirmed Hypothesis 2--bias is inversely related to test performance. In accord with earlier findings, a comparison of bias scores between Studies 1 and 2 also indicated that feedback about the accuracy of judgments on a pretest reduced bias on subsequent testing, confirming Hypothesis 3.

Partial support for Hypothesis 4 was provided by Study 3 and Study 4 clearly showing that listing reasons against one's choices of answers reduced over-confidence (Hypothesis 4), while listing reasons supporting one's choices did not (Hypothesis 6). Study 4 also confirmed Hypotheses 5 and 7, respectively--using P($\theta$) as a measure of performance reduces bias, and people are more over-confident of items they answer wrong than items they answer right.
Notes: Source: Dissertation Abstracts International, Volume: 57-05, Section: A, page: 1959.

Thesis (PH.D.)--UNIVERSITY OF HAWAII, 1996.

School code: 0085.