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Peer reviewedKatz, Irvin R.; Bennett, Randy Elliot; Berger, Aliza E. – Journal of Educational Measurement, 2000
Studied the solution strategies of 55 high school students who solved parallel constructed response and multiple-choice items that differed only in the presence of response options. Differences in difficulty between response formats did not correspond to differences in strategy choice. Interprets results in light of the relative comprehension…
Descriptors: College Entrance Examinations, Constructed Response, Difficulty Level, High School Students
Peer reviewedBennett, Randy Elliot; And Others – Journal of Educational Measurement, 1989
Causes of differential item difficulty for blind students taking the braille edition of the Scholastic Aptitude Test's mathematical section were studied. Data for 261 blind students were compared with data for 8,015 non-handicapped students. Results show an association between selected item categories and differential item functioning. (TJH)
Descriptors: Braille, College Entrance Examinations, Comparative Analysis, Difficulty Level
Download full textKatz, Irvin R.; Friedman, Debra E.; Bennett, Randy Elliot; Berger, Aliza E. – College Entrance Examination Board, 1996
This study investigated the strategies subjects adopted to solve STEM-equivalent SAT-Mathematics (SAT-M) word problems in constructed-response (CR) and multiple-choice (MC) formats. Parallel test forms of CR and MC items were administered to subjects representing a range of mathematical abilities. Format-related differences in difficulty were more…
Descriptors: Multiple Choice Tests, College Entrance Examinations, Problem Solving, Cognitive Style
