Readability of the New York State Regents exam in United States history and government.

Morton, Daniel E.

dc.contributor.author	Morton, Daniel E.
dc.date.accessioned	2015-09-17T16:33:15Z
dc.date.accessioned	2020-06-22T14:27:36Z
dc.date.available	2015-09-17T16:33:15Z
dc.date.available	2020-06-22T14:27:36Z
dc.date.issued	2015
dc.identifier.uri	http://hdl.handle.net/20.500.12648/228
dc.description.abstract	This study investigated the readability of the multiple-choice section on the New York State Regents Exam in United States History and Government. Every June Regents Exam, from 2014-1990, was analyzed for readability. The Homan, Hewitt, & Linder (1994) formula was utilized because this formula measures grade level readability for multiple-choice questions. Readability was determined by randomly selecting three multiple-choice questions from each exam to analyze. Readability was calculated for each question and averaged to determine the mean score for each exam. This study revealed that over time the NYS Regent Exam in United States History and Government has become easier to read. There are far-reaching implications with regard to teacher evaluations and test reliability and validity, as a result of this study.	en_US
dc.language.iso	en_US	en_US
dc.rights	CC0 1.0 Universal	*
dc.rights.uri	http://creativecommons.org/publicdomain/zero/1.0/	*
dc.subject	Reading Skills Competency Tests.	en_US
dc.subject	Readability (Literary style).	en_US
dc.subject	New York State Social Studies Test.	en_US
dc.title	Readability of the New York State Regents exam in United States history and government.	en_US
dc.type	Thesis	en_US
refterms.dateFOA	2020-06-22T14:27:36Z
dc.description.institution	SUNY at Fredonia