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Direct linkBecker, Anthony; Nekrasova-Beker, Tatiana – Educational Assessment, 2018
While previous research has identified numerous factors that contribute to item difficulty, studies involving large-scale reading tests have provided mixed results. This study examined five selected-response item types used to measure reading comprehension in the Pearson Test of English Academic: a) multiple-choice (choose one answer), b)…
Descriptors: Reading Comprehension, Test Items, Reading Tests, Test Format
Schneider, M. Christina; Huff, Kristen L.; Egan, Karla L.; Gaines, Margie L.; Ferrara, Steve – Educational Assessment, 2013
A primary goal of standards-based statewide achievement tests is to classify students into achievement levels that enable valid inferences about student content area knowledge and skill. Explicating how knowledge and skills are expected to differ in complexity in achievement level descriptors, and how that complexity is related to empirical item…
Descriptors: Test Items, Difficulty Level, Achievement Tests, Test Interpretation
Liu, Ou Lydia; Lee, Hee-Sun; Linn, Marcia C. – Educational Assessment, 2011
Both multiple-choice and constructed-response items have known advantages and disadvantages in measuring scientific inquiry. In this article we explore the function of explanation multiple-choice (EMC) items and examine how EMC items differ from traditional multiple-choice and constructed-response items in measuring scientific reasoning. A group…
Descriptors: Science Tests, Multiple Choice Tests, Responses, Test Items
Peer reviewedMartinez, Michael E.; Katz, Irvin R. – Educational Assessment, 1996
Item level differences between a type of constructed response item (figural response) and comparable multiple choice items in the domain of architecture were studied. Data from 120 architects and architecture students show that item level differences in difficulty correspond to differences in cognitive processing requirements and that relations…
Descriptors: Architects, Architecture, Cognitive Processes, Constructed Response
