DIFFERENTIAL-EFFECTS OF QUESTION FORMATS IN MATH ASSESSMENT ON METACOGNITION AND AFFECT

This study investigated the effect of item format on metacognitive and affective processes of children in the context of a large-scale mathe matics assessment program. Mathematical items were presented in both m ultiple-choice and open-ended formats to 8th-grade students (N = 1,032 ) as part of the California Learning Assessment System. Metacognition and affect were measured following each format for boys and girls of v arious ethnic groups. Results indicate that open-ended and multiple-ch oice question formats have differential effects. Open-ended questions induced more cognitive strategy usage, less self-checking, and greater worry than did multiple-choice questions. These effects did not vary substantially as st function of gender and ethnicity.