Effects of Response Format on Diagnostic Assessment of Scholastic Achievement

Menucha Birenbaum; Kikumi K. Tatsuoka; Yaffa Gutvirtz

doi:10.1177/014662169201600406

Effects of Response Format on Diagnostic Assessment of Scholastic Achievement

Menucha Birenbaum^*, Kikumi K. Tatsuoka, Yaffa Gutvirtz

^*Corresponding author for this work

School of Education

Research output: Contribution to journal › Article › peer-review

47 Scopus citations

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 language	English
Pages (from-to)	353-363
Number of pages	11
Journal	Applied Psychological Measurement
Volume	16
Issue number	4
DOIs	https://doi.org/10.1177/014662169201600406
State	Published - Dec 1992

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Effects of Response Format on Diagnostic Assessment of Scholastic Achievement

Abstract

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