Effects of Response Format on Diagnostic Assessment of Scholastic Achievement
Applied Psychological MeasurementPublished 1 December 1992Open access
Menucha Birenbaum, Kikumi K. Tatsuoka, Yaffa Gutvirtz
Citations51
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Abstract
The effect of response format on diagnostic assessment \nof students’ performance on an algebra \ntest was investigated. Two sets of parallel, open-ended \n(OE) items and a set of multiple-choice (MC) \nitems-which were stem-equivalent to one of the \nOE item sets-were compared using two diagnostic \napproaches: a "bug" analysis and a rule-space \nanalysis. Items with identical format (parallel OE \nitems) were more similar than items with different \nformats (OE vs. MC). Index terms: bug analysis, \ndiagnostic assessment, free-response, item format, \nmultiple-choice, rule space.
Keywords
PsychologyComputer ScienceDecision Sciences
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