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