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Format selection in machine‐scored classroom achievement tests
Author(s) -
Kolstad RK,
Wagner MJ,
Kolstad RA
Publication year - 1985
Publication title -
journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.53
H-Index - 68
eISSN - 1930-7837
pISSN - 0022-0337
DOI - 10.1002/j.0022-0337.1985.49.12.tb01954.x
Subject(s) - selection (genetic algorithm) , strengths and weaknesses , set (abstract data type) , test (biology) , structuring , student achievement , multiple choice , psychology , computer science , mathematics education , achievement test , standardized test , academic achievement , artificial intelligence , statistics , social psychology , mathematics , significant difference , paleontology , finance , economics , biology , programming language
Performance on classroom achievement tests should reflect student accomplishment on a targeted set of instructional objectives. One prerequisite for meaningful edumetric assessment is the structuring of each component item in an appropriate format. In a comparative study measuring the effect of item format on student performance, incorrect choices were selected 2.4‐fold more frequently on multiple choice items than on their content‐identical, multiple true‐false derivatives. On similar trials, scores on complex multiple‐choice items ranged upward of 20 percent higher than on their content‐identical, multiple true‐false counterparts. The strengths and weaknesses of various test item formats are discussed and specific recommendations for format selection are made.