Construct-irrelevant variance and flawed test questions: Do multiple-choice item-writing principles make any difference?

被引：45

作者：

Downing, SM ^{[1
]}

机构：

[1] Univ Illinois, Coll Med, Dept Med Educ MC 591, Chicago, IL 60612 USA

来源：

ACADEMIC MEDICINE | 2002年 / 77卷 / 10期

关键词：

D O I：

10.1097/00001888-200210001-00032

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

[No abstract available]

引用

页码：S103 / S104

页数：2

共 9 条

[1]

*AM ED RES ASS AM, 1999, STAND ED PSYCH TESTI

[2]

Case SM, 1998, CONSTRUCTING WRITTEN

[3]

DOWNING SM, 1995, APPL MEAS EDUC, V8, P189

[4]

GRONLUND NE, 1998, ASSESSMENT STUDENT A

[5] A review of multiple-choice item-writing guidelines for classroom assessment [J].

Haladyna, TM ;

Downing, SM ;

Rodriguez, MC .

APPLIED MEASUREMENT IN EDUCATION, 2002, 15 (03) :309-334

[6] The quality of in-house medical school examinations [J].

Jozefowicz, RF ;

Koeppen, BM ;

Case, S ;

Galbraith, R ;

Swanson, D ;

Glew, RH .

ACADEMIC MEDICINE, 2002, 77 (02) :156-161

[7]

Messick S., 1989, Educational measurement, V3rd, P13, DOI DOI 10.7203/RELIEVE.22.1.8248

[8] ABSOLUTE GRADING STANDARDS FOR OBJECTIVE TESTS [J].

Nedelsky, Leo .

EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT, 1954, 14 (01) :3-19

[9]

Tamir P., 1993, STUDIES ED EVALUATIO, V19, P311, DOI DOI 10.1016/S0191-491X(05)80013-6

← 1 →