Effects of Response Format on Diagnostic Assessment of Scholastic Achievement

Menucha Birenbaum*, Kikumi K. Tatsuoka, Yaffa Gutvirtz

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

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).

Original languageEnglish
Pages (from-to)353-363
Number of pages11
JournalApplied Psychological Measurement
Volume16
Issue number4
DOIs
StatePublished - Dec 1992

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