EFFECT OF TEST DIRECTIONS UPON EXAMINEES TEST-TAKING BEHAVIORS AND PERFORMANCE

The purpose of this study was to investigate the effects that test dir ections of multiple choice tests produce on examinees' test-taking beh aviors and performance. The data for this research were obtained by ha ving students respond to 57 items of Shiba's Word Meaning Comprehensio n Test that constitutes the version U2. Three forms of U2 were adminis tered under number-right scoring directions, formula-scoring (correcti on-for-guessing) directions, and neutral directions. There were many o mitted responses by examines under formula scoring directions. On the other hand, there were few omissions under number-right-directions. Th ree treatments of omitted responses were examined in item response the ory: treating as wrong, ignoring, and Lord's method. Great differences existed in estimated ability parameters among these treatments under formula-scoring directions, differences under neutral directions were minor, and one under number-right directions was minimum. It was concl uded that formulascoring directions should not be used, since formula- scoring directions restrict examinees' test-taking behaviors and their performance is greatly affected by treatment of omitted responses und er such directions.