DICTIONARY ENHANCED TESTS

It is an academic given that classroom exams are fraught with a host of potential bugaboos that may
negatively impact on test bias/validity. As a partial means of limiting some test-gremlins, I have encouraged
my students to use a standard English dictionary while taking exams. The dictionary-enhanced test has
resulted in a number of benefits for both myself and the students.

As for test validity, it may reasonably be assumed that students come to the test with varying levels of
general vocabulary sophistication. Interestingly, the words that students commonly look for are not
necessarily technical in nature, but rather they are "everyday words"—e.g., "ambiguous," "virtually,"
"condone," "complimentary." For the English-limited students, the use of a dictionary tends to flatten out
differences that appear between their test scores and those of the more English-proficient students. It is
more likely then that incorrect answers reflect a lack of course knowledge rather than cultural/language
background experiences.

Relatedly—and unfortunately—some instructors [myself included] tend to use a lecture vocabulary and a
somewhat different written vocabulary—i.e., exams. The latter vocabulary sometimes can reflect a tendency
toward the use of esoteric words or phrases. After tests I survey students as to the "difficult"
words/phrases they looked up, and I often then revise my test questions to make them both clearer and
fairer. Naturally, students who choose to use a dictionary during exams are able to look up course
terminology. This is an acceptable activity; I consider an exam to be a further learning experience, as well as
a differential measure of knowledge. But I should point out that for the comprehensive final exam,
dictionaries are not permitted; I’ve assumed dictionary-aided-learning has taken place.

In addition to considering the dictionary-enhanced tests as fairer and more valid than more traditional
tests, students report that test anxiety is somewhat lessened by the security a dictionary can provide. As
one student phrased it, "I’m not going to the test all alone!" Students have also commented on some
spillover effects of the dictionary "requirement"—the purchasing of a first dictionary and its use in other
settings—e.g., lectures. I was pleasantly surprised!

A concern, voiced by colleagues, involves the matter of "cheating"—students may be tempted to write
test answers in the dictionary. After fifteen years of dictionary-enhanced testing, I’ve concluded that this is
a non-issue! I have randomly checked dictionaries and not once found any crib notes.

Another concern is whether or not student test grades are enhanced with the use of a dictionary. The
answer is "Yes" and "No." On the affirmative side, a study of matched groups of students [G.P.A.]
revealed a 2-point test score differential favoring the dictionary group [35-item test]. On the negative side, a
study of dictionary-users versus non-users revealed a 3-point test score differential benefiting the user group.
However, when comparing G.P.A.’s of the two self-selected groups, it was found that those students with
higher G.P.A.’s had opted for using the dictionary, while those with lower G.P.A.’s did not use a dictionary.
This result seemingly confirms the adage that "one preaches to the converted."

Encouraging student use of a dictionary during exams is not a revolutionary teaching idea; but in a small
way, it may be an improvement in achieving testing accuracy. And to listen to students, there is room for
improvement.

Mark B. McKinley
Psychology Professor

For further information, contact the author at Lorain County Community College, 1005 North Abbe Road,
Elyria, OH 44035.

 

Suanne D, Roueche, Editor
February 5, 1988, Vol. X, No. 3

INNOVATION ABSTRACTS Is a publication of the National Institute for Staff and Organizational Development, EDB 348, The University of
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« The University of Texas at Austin, 1988

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