Two sets of mathematical reasoning and two
sets of verbal comprehension items were cast into
each of three formats-constructed response,
standard multiple-choice, and Coombs multiple-choice-in order to assess whether tests with identical
content but different formats measure the
same attribute, except for possible differences in
error variance and scaling factors. The resulting
12 tests were administered to 199 eighth-grade students.
The hypothesis of equivalent measures was
rejected for only two comparisons: the constructed-response measure of verbal comprehension
was different from both the standard and the
Coombs multiple-choice measures of this ability.
Maximum likelihood factor analysis confirmed the
hypothesis that a five-factor structure will give a
satisfactory account of the common variance
among the 12 tests. As expected, the two major
factors were mathematical reasoning and verbal
comprehension. Contrary to expectation, only one
of the other three factors bore a (weak) resemblance
to a format factor. Tests marking the ability
to follow directions, recall and recognition
memory, and risk-taking were included, but these
variables did not correlate as expected with the
three minor factors.
Traub, Ross E & Fisher, Charles W. (1977). On the equivalence of constructed-response and multiple-choice tests. Applied Psychological Measurement, 1, 355-369. doi:10.1177/014662167700100304
Traub, Ross E.; Fisher, Charles W..
On the equivalence of constructed-response and multiple-choice tests.
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