Effects of Response Format on Diagnostic Assessment of Scholastic Achievement.

Birenbaum, Menucha; And Others

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Peer reviewed

ERIC Number: EJ464867

Record Type: Journal

Publication Date: 1992

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0146-6216

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Effects of Response Format on Diagnostic Assessment of Scholastic Achievement.

Birenbaum, Menucha; And Others

Applied Psychological Measurement, v16 n4 p353-63 Dec 1992

The effect of multiple-choice (MC) or open-ended (OE) response format on diagnostic assessment of algebra test performance was investigated with 231 eighth and ninth graders in Tel Aviv (Israel) using bug or rule space analysis. Both analyses indicated closer similarity between parallel OE subsets than between stem-equivalent OE and MC subsets. (SLD)

Descriptors: Algebra, Comparative Testing, Educational Assessment, Educational Diagnosis, Foreign Countries, Grade 8, Grade 9, Mathematics Achievement, Mathematics Tests, Multiple Choice Tests, Responses, Secondary School Students, Test Format

Publication Type: Reports - Evaluative; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Israel (Tel Aviv)

Grant or Contract Numbers: N/A

Author Affiliations: N/A