Browsing by Author "Birenbaum, Menucha"

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    Effect of dissimulation motivation and anxiety on response pattern appropriateness measures
    (1986) Birenbaum, Menucha
    This study examined the effect of anxiety and dissimulation motivation of job applicants on their performance on an ability test. Two aspects of performance were considered: the total score and the appropriateness score. Four IRT-based appropriateness indices for detecting aberrant response patterns were employed in this study. The results indicate a negative effect of dissimulation motivation on the performance of low anxiety scorers, with respect to both the total score and the appropriateness score, with a greater effect on the latter. This effect was evidenced by an erratic or aberrant response pattern on the ability test; that is, missing relatively easy items while answering more difficult ones correctly. The results are discussed in light of the diverse interpretations concerning the meaning of Lie scales.
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    Effects of response format on diagnostic assessment of scholastic achievement
    (1992) Birenbaum, Menucha; Tatsuoka, Kikumi K.; Gutvirtz, Yaffa
    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.
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    Open-ended versus multiple-choice response formats--it does make a difference for diagnostic purposes
    (1987) Birenbaum, Menucha; Tatsuoka, Kikumi K.
    The purpose of the present study was to examine the effect of response format—open-ended (OE) versus multiple-choice (MC)—on the diagnosis of examinee misconceptions in a procedural task. A test in fraction addition arithmetic was administered to 285 eighth-grade students, 148 of whom responded to the OE version of the test and 137 to the MC version. The two datasets were compared with respect to the underlying structure of the test, the number of different error types, and the diagnosed sources of misconception (bugs) reflected in the response patterns. The overall results indicated considerable differences between the two formats, with more favorable results for the OE format. The effect of item format on examinee responses has been studied extensively in the past decade. The equivalence of open-ended (OE) items (also known as free-response or recall items) and multiple- choice (MC)items(also known as recognition items) has addressed by psychometricians and cognitive psychologists. From an information-processing point of view, different models for the two formats have been suggested (e. g., Bender, 1980). The commonly held view suggests that recall items require examinees to both search for and retrieve information, whereas recognition items require them only to discriminate among the presented information.