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The Effect of Spelling Errors and Research Jackets on the Grading of Essay Examinations
|dc.description.abstract||Throughout the school system, teachers and students continue to quibble over objective grading methods (multiple-choice, true false, matching, etc.) versus the unstructured methods (essay exams, term papers, journals, etc.). Many favor the objective methods because there is a high reliability in objective scoring and extensive sampling which tends to facilitate correction time. Others lean toward the unstructured forms because: 1) the number of stimulus items to be typed and mimeographed are few; 2) tends to eliminate guessing while useful in spotting incorrect interpretations of concepts; 3) enables students to demonstrat( his )bility to choose what is relevant and assemble his knowledge together with his opinions and attitudes into one paper. But there are some who disavow the use of unstructured methods because of low reliability due to subjective scoring, low validity due to limited sampling, ambiguous, unequally weighed questions, and lastly, no adequate standard of grading. This might include the halo effect, legibility in handwriting, errors of spelling and grammar, and effectiveness of written expression (Adam and Torgerson, 1956; Cooke, 1959).|
|dc.format.extent||iii, 40 pages|
|dc.publisher||University of Hawaii at Manoa|
|dc.rights||All UHM Honors Projects are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.|
|dc.title||The Effect of Spelling Errors and Research Jackets on the Grading of Essay Examinations|
|Appears in Collections:||
Honors Projects for Education|
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