EFFECTS OF RESPONSE FORMAT ON DIAGNOSTIC-ASSESSMENT OF SCHOLASTIC ACHIEVEMENT

Authors
BIRENBAUM M TATSUOKA KK GUTVIRTZ Y
Citation
M. Birenbaum et al., EFFECTS OF RESPONSE FORMAT ON DIAGNOSTIC-ASSESSMENT OF SCHOLASTIC ACHIEVEMENT, Applied psychological measurement, 16(4), 1992, pp. 353-363
Citations number
30
Categorie Soggetti
Psychologym Experimental","Social Sciences, Mathematical Methods
Journal title
Applied psychological measurement → ACNP
ISSN journal
01466216
Volume
16
Issue
4
Year of publication
1992
Pages
353 - 363
Database
ISI
SICI code
0146-6216(1992)16:4<353:EORFOD>2.0.ZU;2-9
Abstract
The effect of response format on diagnostic assessment of students' pe rformance on an algebra test was investigated. Two sets of parallel, o pen-ended (OE) items and a set of multiple-choice (mc) items-which wer e stem-equivalent to one of the OE item sets-were compared using two d iagnostic approaches: a ''bug'' analysis and a rule-space analysis. It ems with identical format (parallel OE items) were more similar than i tems with different formats (OE vs. MC).