Curtis, H. A., & Kropp, R. P. (1961). A comparison of scores obtained by administering a test normally and visually . The Journal of Experimental Education , 29 (3), 249–260. https://doi.org/10.1080/00220973.1961.11010690
Curtis, H. A., & Kropp, R. P. (1961). A comparison of scores obtained by administering a test normally and visually. The Journal of Experimental Education, 29(3), 249–260. https://doi.org/10.1080/00220973.1961.11010690
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Test items were projected on a screen one at a time and three items (from least to most difficult) at a time. Both of these conditions were compared to a control condition with students taking the test in test booklets and answer sheets.
Included a ninth grade class of students (n=29).
Several dependent variables were analyzed: Frequency of response, Guessing, Factor responses. The School Ability Test was administered under both normal and experimental conditions. Several tests were administered under the normal conditions: Iowa Test of Educational Development, Form X3S3, Tests 3 to 7; Iowa Silent Reading Test; Clerical Speed and Accuracy of the Differential Aptitude Test; Gordon Personal Profile and Inventory; SRA Primary Mental Abilities, ages 11-17; Thurstone Temperament Schedule.
Both experimental conditions yielded higher means than the control condition. A high correlation existed between all types of administration. Subjects reported no difficulty in responding during the experimental conditions but indicated a preference for three item presentations at a time.