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Please use this identifier to cite or link to this item: http://hdl.handle.net/11299/116159

Title: Effects of response format on diagnostic assessment of scholastic achievement
Authors: Birenbaum, Menucha
Tatsuoka, Kikumi K.
Gutvirtz, Yaffa
Issue Date: 1992
Citation: Birenbaum, Menucha, Tatsuoka, Kikumi K & Gutvirtz, Yaffa. (1992). Effects of response format on diagnostic assessment of scholastic achievement. Applied Psychological Measurement, 16, 353-363. doi:10.1177/014662169201600406
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.
URI: http://purl.umn.edu/116159
Appears in Collections:Volume 16, 1992

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