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Relationships Among Multiple–Choice and Open–Ended Analytical Questions
Author(s) -
Bridgeman Brent,
Rock Donald A.
Publication year - 1993
Publication title -
journal of educational measurement
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.917
H-Index - 47
eISSN - 1745-3984
pISSN - 0022-0655
DOI - 10.1111/j.1745-3984.1993.tb00429.x
Subject(s) - multiple choice , item response theory , test (biology) , sample (material) , psychology , exploratory factor analysis , item bank , item analysis , psychometrics , mathematics education , statistics , developmental psychology , mathematics , significant difference , paleontology , chemistry , chromatography , biology
Exploratory and confirmatory factor analyses were used to explore relationships among existing item types and three new computer–administered item types for the analytical scale of the Graduate Record Examination General Test. One new item type was an open–ended version of the current multiple–choice analytical reasoning item type. The other new item types had no counterparts on the existing test. The computer tests were administered at four sites to a sample of students who had previously taken the GRE General Test. Scores from the regular GRE and the special computer administration were matched for a sample of 349 students. Factor analyses suggested that the new item types with no counterparts in the existing GRE were reliably assessing unique constructs but the open–ended analytical reasoning items were not measuring anything beyond what is measured by the current multiple–choice version of these items.