R. Lukhele et al., ON THE RELATIVE VALUE OF MULTIPLE-CHOICE, CONSTRUCTED RESPONSE, AND EXAMINEE-SELECTED ITEMS ON 2 ACHIEVEMENT-TESTS, Journal of educational measurement, 31(3), 1994, pp. 234-250
Using analyses based on fitting item response models to data from the
College Board's Advanced Placement exams in chemistry and United State
s history, we found that the constructed response portion of the tests
yielded little information over and above that provided by the multip
le-choice sections. These tests also allow examinees to select subsets
of the constructed response items; we found that scoring on the basis
of the selections themselves provided almost as much information as d
id scoring on the basis of the answers.