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Effects of response format on diagnostic assessment of scholastic achievement
Birenbaum, Menucha; Tatsuoka, Kikumi K.; Gutvirtz, Yaffa (1992)
 

Title 
Effects of response format on diagnostic assessment of scholastic achievement

Issue Date
1992

Type
Article

Abstract
The effect of response format on diagnostic assessment of students’ performance on an algebra test was investigated. Two sets of parallel, open-ended (OE) items and a set of multiple-choice (MC) items-which were stem-equivalent to one of the OE item sets-were compared using two diagnostic approaches: a "bug" analysis and a rule-space analysis. Items with identical format (parallel OE items) were more similar than items with different formats (OE vs. MC). Index terms: bug analysis, diagnostic assessment, free-response, item format, multiple-choice, rule space.

Appears in Collection(s)

Other Identifier(s)
other: doi:10.1177/014662169201600406

Suggested Citation
Birenbaum, Menucha; Tatsuoka, Kikumi K.; Gutvirtz, Yaffa. (1992). Effects of response format on diagnostic assessment of scholastic achievement. Retrieved from the University of Minnesota Digital Conservancy, http://purl.umn.edu/116159.


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