Relationships between the Arlin Test of Formal Reasoning and classroom multiple-choice tests.

Abstract

This study examined the relationships between the Arlin Test of Formal Reasoning (ATFR) and a classroom mUltiplechoice (CMC) test to determine the potential of CMC tests being utilized by classroom instructors to identify concrete and formal reasoning students. This study also examined the relationships between seven demographic factors and ATFR performance scores. The data were obtained from 258 college students (108 men, 150 women) enrolled in nine sections of introductory psychology courses at a midwestern university. Student mean age was 19.45 years with a range of 17 to 39 years. within a one week time period both the ATFR and the 70-item CMC test, consisting of 35 conceptual and 35 rote-memory items, were administered to each section of students. Results obtained from the ATFR indicated that 40 percent of the students scored at the formal reasoning level, 34.5 percent at the concrete level, and 25.5 percent at the transitional level. Significant correlations between ATFR scores and each of the CMC scores were obtained, with student performance on the conceptual items being lower than on the rote items. One-way analyses of variance (ANOVA) procedures revealed significant main effects of reasoning ability on each of the CMC subtests. One-way ANOVA procedures computed on each of the seven demographic variables revealed no significant main effects for any of the variables on ATFR scores. It was concluded that a need exists to accommodate concrete thinkers at the college level and that CMC tests have strong potential to be used as ongoing assessment tools of student reasoning ability. In addition, it is suggested that CMC tests utilize conceptual type items to assess student learning. In spite of the lack of effect that demographic factors had on reasoning ability, it is suggested that further research be conducted on the factors of age and gender.