Research Notes- 2003
Class C Written Knowledge Test Evaluation
By Eric Chapman
In 1999, the Research and Development Branch (R&D) evaluated the English and Spanish language Class C written knowledge tests statewide. Based on the study findings and other considerations, the department totally revamped the English and Spanish written tests. The item pool, from which the test forms are constructed, was tripled in size to 342 questions and the scope of knowledge covered by the items was expanded to 23 different content areas. New test forms were created by sampling items from each of the content areas, with each form containing items that were almost entirely different from those on other forms. These tests were pilot-tested in 20 field offices and then further revised based on the results of the pilot test. The test passing standard was also changed from 5 to 6 allowable errors for original applicants and from 7 to 8 allowable errors for provisional applicants. This change made the expected competency level (the percentage of items that must be answered correctly) of these tests the same as that for the renewal test, which allows 3 errors (83%). The revised tests, using the new passing standards, were evaluated statewide in 2001, and the fail rates for all tests were found to be lower than those reported in the 1999 written test evaluation. The overall fail rate for applicants on their first attempt is 50.4% for English originals, 31.1% for English renewals, 80.3% for Spanish originals, 71.2% for Spanish renewals, and 48.3% for English provisionals. The differences between the 1999 and 2001 written test evaluation fail rates for these groups are illustrated in Figure 1.
The test fail rates for each applicant group on the first three test attempts are shown in Figure 2. The fail rates for all groups tend to increase or stay consistent on the second and third test attempts. The fact that fail rates are staying the same or increasing on repeated attempts indicates that many applicants are not reviewing the driver license handbook before retaking the test. Based on R&D's study, the department began taking steps to increase public awareness of the need to read the handbook to pass the test.
Following the 2001 evaluation, the department made additional changes to the English and Spanish tests in an attempt to further improve the readability and comprehension of the test questions. These revised tests were released for use in all field offices in Spring 2002.
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