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Constructed-response (CR) questions are a mainstay of introductory physicstextbooks and exams. However, because of time, cost, and scoring reliabilityconstraints associated with this format, CR questions are being increasinglyreplaced by multiple-choice (MC) questions in formal exams. The integratedtestlet (IT) is a recently-developed question structure designed to provide aproxy of the pedagogical advantages of CR questions while procedurallyfunctioning as set of MC questions. ITs utilize an answer-until-correctresponse format that provides immediate confirmatory or corrective feedback,and they thus allow not only for the granting of partial credit in cases ofinitially incorrect reasoning, but furthermore the ability to build cumulativequestion structures. Here, we report on a study that directly compares thefunctionality of ITs and CR questions in introductory physics exams. To dothis, CR questions were converted to concept-equivalent ITs, and both sets ofquestions were deployed in midterm and final exams. We find that both questiontypes provide adequate discrimination between stronger and weaker students,with CR questions discriminating slightly better than the ITs. Meanwhile, ananalysis of inter-rater scoring of the CR questions raises serious concernsabout the reliability of the granting of partial credit when this traditionalassessment technique is used in a realistic (but non optimized) setting.Furthermore, we show evidence that partial credit is granted in a valid mannerin the ITs. Thus, together with consideration of the vastly reduced costs ofadministering IT-based examinations compared to CR-based examinations, ourfindings indicate that ITs are viable replacements for CR questions in formalexaminations where it is desirable to both assess concept integration and toreward partial knowledge, while efficiently scoring examinations.

A comparison of integrated testlet and constructed-response question formats