In this study 590 third-grade students took one of
four reading comprehension tests with either multiple-choice
items or open-ended items. Each also took 32
tests indicating 16 semantic Structure-of-Intellect (si)
abilities. Four conditions or groups were distinguished
on the basis of the reading comprehension tests. The
four 33 x 33 correlation matrices were analyzed simultaneously
with a four-group LISREL model. The 16
intellectual abilities explained approximately 62% of
the variance in true reading comprehension scores.
None of the SI abilities proved to be differentially related
to item type. Therefore, it was concluded that
item type for reading comprehension is congeneric
with respect to the SI abilities measured. Index
terms: construct validity, item format, free response,
reading comprehension, Structure-of-Intellect model.
Van den Bergh, Huub. (1990). On the construct validity of multiple-choice items for reading comprehension. Applied Psychological Measurement, 14, 1-12. doi:10.1177/014662169001400101
Van den Bergh, Huub.
On the construct validity of multiple-choice items for reading comprehension.
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