EFFECTS OF RESPONSE FORMAT ON DIAGNOSTIC-ASSESSMENT OF SCHOLASTIC ACHIEVEMENT

被引：34

作者：

BIRENBAUM, M

TATSUOKA, KK

GUTVIRTZ, Y

机构：

[1] EDUC TESTING SERV,PRINCETON,NJ 08541

[2] HIGH SCI IRONI DALED,TEL AVIV,ISRAEL

来源：

APPLIED PSYCHOLOGICAL MEASUREMENT | 1992年 / 16卷 / 04期

关键词：

BUG ANALYSIS; DIAGNOSTIC ASSESSMENT; FREE-RESPONSE; ITEM FORMAT; MULTIPLE-CHOICE; RULE SPACE;

D O I：

10.1177/014662169201600406

中图分类号：

O1 [数学]; C [社会科学总论];

学科分类号：

03 ; 0303 ; 0701 ; 070101 ;

摘要：

The effect of response format on diagnostic assessment of students' performance on an algebra test was investigated. Two sets of parallel, open-ended (OE) items and a set of multiple-choice (mc) items-which were stem-equivalent to one of the OE item sets-were compared using two diagnostic approaches: a ''bug'' analysis and a rule-space analysis. Items with identical format (parallel OE items) were more similar than items with different formats (OE vs. MC).

引用

页码：353 / 363

页数：11

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