Abu-Sayi, F. K.. Diamond J. .l . (1976). Effect of conŞdence level in multiple-choice test answers on reliability and validity of scores. Journal of Edu- cational Research, 7(2), 62-63.
Angoff, W. H. (1989). Does guessing really help? Journal of Educational Measurement, 26(4), 323-336.
Baykul, Y. (2000). Eğitimde ve psikolojide ölçme: Klasik test teorisi ve uygulaması, Ankara: ÖSYM Yayınlan.
Budescu, D., Bar—Hillel, M. (1993). To guess or not to guess: a decision-theoretic view of formula scoring. Journal of Educational Measurement, 30(4) 277-291.
Burton, R. F. (2001a). Quantifying the effects of chance in multiple choice and true/false tests: Question selection and guessing of answers. Assess- ment & Evaluation in Higher Education, 26 (1), 41-50.
Burton, R. F. (2001b). Do item-discrimination indices really help us to improve our tests?. Assessment & Evaluation in Higher Education, 26(3), 213- 220.
Burton, R. F., Miller, D. J. (1999). Statistical modelling of multiple-choice and true/false tests: ways of considering, and of reducing, the uncertainti- es attributable to guessing. Assessment & Evaluation in Higher Education, 24 (4), 399-411.
Crocker, L., Algina, J. (1986). Introduction classical and modern test theory. USA: CBS College Publishing Company.
Cronbach, L. J. (1984). Essentials of psychological testing. New York: Harper & Row.
Ebe], R. L. (1965). Measuring educational achievement. New Jersey: Prentice-Hall. Inc.
Frary, R. B. (1989). The effect of inappropriate omissions on formula scores: a simulation study. Journal of Educational Measurement, 26 ( 1), 41—53.
Gronlund, N. E. (1976). Measurement and evaluation in teaching (Third edition). New York: Macmillan Publishing Co.
Harris, D. K., Changas, P. S., Palmore, E. B. (1996). Palmore’s Şrst facts on aging quiz in a multiple-choice format. Educational Gerontology, 22(6), 575-589.
Lord, F. M. (1963). Formula scoring and validity. Educational and Psychological Measurement, 23, 663-672.
Lord, F. M. (1975). Formula scoring and number right scoring. Journal of Educational Measurement, 12, 7-11.
Mattson, D. (1965). The effects of guessing on the standard error of measurement and reliability of test scores. Educational and Psychological Me- asurement, 25, 727-730.
Mehrens, W. A., Lehmann, l. J. (1984). Measurement and evaluation in education and psychology (Third edition). New York: CBS College Publis- hing.
Muijtjens, A. M. M., Mameren, H., Hoogenboom, R. J. |., Evers, J. L. H., Vleuten, C. P. M. (1999). The effect of a ‘don’t know’ option on test sco- res: number—right and formula scoring compared. Medical Education, 33, 267-275.
Remmers, H. H., Gage, N. L., Rummcl, J. F. (1965). A practical introduction to measurement and evaluation (Second edition). New York: Harper & Row, Publishers.
Şahhüseyinoğlu, D. (1998). Sayısal yetenek testlerinde seçenek sayısının test ve madde istatistikleri üzerindeki etkisinin şans başarısı ile birlikte in— celenmesi. Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara, yayımlanmamış yüksek lisans tezi.
Telli, A. (1993). Şans başarısının madde türlerindeki madde ve test istatistikleri üzerine etkisi. Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, An- kara, yayımlanmamış yüksek lisans tezi.
Abu-Sayi, F. K.. Diamond J. .l . (1976). Effect of conŞdence level in multiple-choice test answers on reliability and validity of scores. Journal of Edu- cational Research, 7(2), 62-63.
Angoff, W. H. (1989). Does guessing really help? Journal of Educational Measurement, 26(4), 323-336.
Baykul, Y. (2000). Eğitimde ve psikolojide ölçme: Klasik test teorisi ve uygulaması, Ankara: ÖSYM Yayınlan.
Budescu, D., Bar—Hillel, M. (1993). To guess or not to guess: a decision-theoretic view of formula scoring. Journal of Educational Measurement, 30(4) 277-291.
Burton, R. F. (2001a). Quantifying the effects of chance in multiple choice and true/false tests: Question selection and guessing of answers. Assess- ment & Evaluation in Higher Education, 26 (1), 41-50.
Burton, R. F. (2001b). Do item-discrimination indices really help us to improve our tests?. Assessment & Evaluation in Higher Education, 26(3), 213- 220.
Burton, R. F., Miller, D. J. (1999). Statistical modelling of multiple-choice and true/false tests: ways of considering, and of reducing, the uncertainti- es attributable to guessing. Assessment & Evaluation in Higher Education, 24 (4), 399-411.
Crocker, L., Algina, J. (1986). Introduction classical and modern test theory. USA: CBS College Publishing Company.
Cronbach, L. J. (1984). Essentials of psychological testing. New York: Harper & Row.
Ebe], R. L. (1965). Measuring educational achievement. New Jersey: Prentice-Hall. Inc.
Frary, R. B. (1989). The effect of inappropriate omissions on formula scores: a simulation study. Journal of Educational Measurement, 26 ( 1), 41—53.
Gronlund, N. E. (1976). Measurement and evaluation in teaching (Third edition). New York: Macmillan Publishing Co.
Harris, D. K., Changas, P. S., Palmore, E. B. (1996). Palmore’s Şrst facts on aging quiz in a multiple-choice format. Educational Gerontology, 22(6), 575-589.
Lord, F. M. (1963). Formula scoring and validity. Educational and Psychological Measurement, 23, 663-672.
Lord, F. M. (1975). Formula scoring and number right scoring. Journal of Educational Measurement, 12, 7-11.
Mattson, D. (1965). The effects of guessing on the standard error of measurement and reliability of test scores. Educational and Psychological Me- asurement, 25, 727-730.
Mehrens, W. A., Lehmann, l. J. (1984). Measurement and evaluation in education and psychology (Third edition). New York: CBS College Publis- hing.
Muijtjens, A. M. M., Mameren, H., Hoogenboom, R. J. |., Evers, J. L. H., Vleuten, C. P. M. (1999). The effect of a ‘don’t know’ option on test sco- res: number—right and formula scoring compared. Medical Education, 33, 267-275.
Remmers, H. H., Gage, N. L., Rummcl, J. F. (1965). A practical introduction to measurement and evaluation (Second edition). New York: Harper & Row, Publishers.
Şahhüseyinoğlu, D. (1998). Sayısal yetenek testlerinde seçenek sayısının test ve madde istatistikleri üzerindeki etkisinin şans başarısı ile birlikte in— celenmesi. Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara, yayımlanmamış yüksek lisans tezi.
Telli, A. (1993). Şans başarısının madde türlerindeki madde ve test istatistikleri üzerine etkisi. Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, An- kara, yayımlanmamış yüksek lisans tezi.
Çelen, Ü., Çıkrıkçı, N. D., & Çıkrıkçı Demirtaşlı, N. (2006). DÜZELTME YÖNERGESİNİN TESTİN PSİKOMETRİK ÖZELLİKLERİNE ETKİSİ. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(30), 82-91.