Mixed-format assessments made up of multiple-choice (MC) items and constructed response (CR) items that are scored using rater judgments include unique psychometric considerations. When these item types are combined to estimate examinee achievement, information about the psychometric quality of each component can depend on that of the other. For…

Computerized classification of student answers offers the possibility of instant feedback and improved learning. Open response (OR) questions provide greater insight into student thinking and understanding than more constrained multiple choice (MC) questions, but development of automated classifiers is more difficult, often requiring training a…

A taxonomy of 43 rules for writing multiple-choice test items is presented, based on a consensus of 46 textbooks. These guidelines are presented as complete and authoritative, with solid consensus apparent for 33 of the rules. Four rules lack consensus, and 5 rules were cited fewer than 10 times. (SLD)

This article addresses the capacity of high stakes tests to measure the most significant kinds of learning. It begins by examining a set of philosophical arguments pertaining to construct validity and alleged conceptual obstacles to attributing specific knowledge and skills to learners. The arguments invoke philosophical doctrines of holism and…

This proof-of-concept investigation describes a computer-based approach for deriving the knowledge structure of individuals and of groups from their written essays, and considers the convergent criterion-related validity of the computer-based scores relative to human rater essay scores and multiple-choice test scores. After completing a…