[EMAIL PROTECTED] writes:
Here is a second problem with your analysis. Your presumption
is that these two scores represent equivalent states of
knowledge. This boils down to the assumption that amount of
knowledge is equal to the number of right answers *alone*!
The point of a "correction" factor is that a score of 15
represents a mixture of correct answers + lucky guesses. The
number of lucky guesses depends on the number of answers you
make. Hence, someone with a score of 15 right and 10 wrong is
presumed to know less than someone with a score of 15 correct
and 10 blanks.
I guess I am still not clear, given all the assumptions and presumptions that
everyone in this debate is making, how any of us can just across the board
declare that "it can't hurt to guess." The whole philosophy behind the
guessing penalty is that students are punished for guessing. I am not
discussing the morality here, just the reality. I think in any individual
case, depending on the level of knowledge, the amount of coaching, and other
various "X" factors, it certainly may hurt to guess. It may, or it may not.
This is the point I am trying to make.
Guessing is not ALWAYS to the advantage of the test-taker, that's all I am
trying to say. My take is that whether it will be advantageous or not depends
on a lot of factors, so maybe we shouldn't be so sure about using it or
recommending it in every case.
Nancy Melucci
