Vol. 8 No. 4 (2023)

Management Sciences

Testing the Sametest-effect in a BSc-level Business Communication Course Examination

Published:

December 30, 2023

https://doi.org/10.21791/IJEMS.2023.030

Authors

András István Kun,

University of Debrecen, Faculty of Economics and Business, Department of Human Resource Management

János Farkas,

University of Debrecen, Faculty of Economics and Business, Institute of Business Communication and Professional Language Studies

Csilla Juhász

University of Debrecen, Faculty of Economics and Business, Department of Organization and Communication

View

Keywords

same test effect higher education business communication educational assessment assessment bias

License

Copyright (c) 2023 András István Kun, János Farkas, Csilla Juhász

This work is licensed under a Creative Commons Attribution 4.0 International License.

How To Cite

Selected Style: APA

Kun, A. I., Farkas, J., & Juhász, C. (2023). Testing the Sametest-effect in a BSc-level Business Communication Course Examination. International Journal of Engineering and Management Sciences, 8(4), 10-15. https://doi.org/10.21791/IJEMS.2023.030

Citations Format

Citations
• ACM
• ACS
• APA
• ABNT
• Chicago
• Harvard
• IEEE
• MLA
• Turabian
• Vancouver
• AMA

---

Download Citations
Endnote/Zotero/Mendeley (RIS) BibTeX

Abstract

Using secondary data, we empirically examine two biasing effects that may arise in the written evaluation of large groups of students. Suppose the students take the examination in consecutive groups, and we wish to avoid the distortion caused by tests of different difficulty. In that case, we can decide to use the same examination questions. However, the danger of the "same test effect" arises, according to which the group writing later can perform better if it receives information from the examinees in the previous round. Using the same examination tests cannot be recommended if that effect is significant. Another related potential phenomenon is the "revealed sameness effect". Accordingly, if the examinees are aware of the repetition of the questions, it significantly increases the scores of the following group. We tested these phenomena using the data of a three-round written examination. A previously published analysis of a larger sample found that the "same test effect" can be expected if the students decide in which round they take the examination. Since it was possible to freely register for the examination rounds for the assessment analyzed in this study, we assume that the "same test effect" will be significant. Based on the literature, we also expected that the "revealed sameness effect" would occur in the third round. The performed linear regression analysis (N=77) only found some weak evidence for the 'revealed sameness effect' but not for the 'same test effect'.

References

1. Barizsné, H.E and Filep, R. (2022) ’ Mennyire vagyunk etikusak? és mások?’ In: Dajnoki, K. and Boros, J. (ed.) Tanulmányok Berde Csaba tiszteletére: [Tanulmánykötet] Debreceni Egyetem Gazdaságtudományi Kar VESZI, Debrecen, 328 p. pp. 77-83. , 7 p.
2. Csíkos, C. and B. Németh, M. (2002) ‘A TESZTEKKEL MÉRHETŐ TUDÁS’, in Csapó, B. (ed.) Az iskolai tudás. Budapest: Osiris Kiadó, pp. 91–122.
3. Gergely, É., Szántó, G. and Szondi, R. (2022) ’A tehetségmenedzsment nyomában’ In: Dajnoki, K. and Boros, J. (ed.) Tanulmányok Berde Csaba tiszteletére: [Tanulmánykötet] Debreceni Egyetem Gazdaságtudományi Kar VESZI, Debrecen, 328 p. pp. 133-144. , 12 p.
4. Jensen, A. R. (1980) 'Précis of Bias in Mental Testing', Behavioral and Brain Sciences, 3(3), pp. 325–333. doi: 10.1017/S0140525X00005161.
5. Kun, A. I. (2015) 'Does the repetitive use of the same test in consecutive examination sessions facilitate cheating?', Assessment & Evaluation in Higher Education, 40(8), pp. 1159–1181. doi: 10.1080/02602938.2014.977845.
6. Kun, A.I., Kotsis, Á. and Boros, J. (2021) ’A dunning-kruger-hatás a felsőoktatási szakképzésben : online feleletválasztós tesztek vizsgálata’, In: Molnár, Gy. and Tóth, E. (ed) A neveléstudomány válaszai a jövő kihívásaira : XXI. Országos Neveléstudományi Konferencia Szeged, 2021. november 18-20. : program, előadás összefoglalók Szeged, Magyarország : MTA Pedagógiai Tudományos Bizottság, SZTE BTK Neveléstudományi Intézet 690 p. p. 535
7. Mándy, Zs., Kun, A., Boros, J. and Dajnoki, K. (2017) PhD-hallgatók elégedettsége és a képzésre való jelentkezés motivációs tényezőinek összefüggései, In: Molnár, Gy. and Tóth, E. (ed) A neveléstudomány válaszai a jövő kihívásaira : XXI. Országos Neveléstudományi Konferencia Szeged, 2021. november 18-20. : program, előadás összefoglalók Szeged, Magyarország : MTA Pedagógiai Tudományos Bizottság, SZTE BTK Neveléstudományi Intézet 690 p. p. 535
8. Rasooli, A., Zandi, H. and DeLuca, C. (2018) 'Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond', Studies in Educational Evaluation, 56, pp. 164–181. doi: 10.1016/J.STUEDUC.2017.12.008.
9. Van de Vijver, F. and Tanzer, N. K. (2004) 'Bias and equivalence in cross-cultural assessment: an overview', European Review of Applied Psychology, 54(2), pp. 119–135. doi: 10.1016/J.ERAP.2003.12.004.