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. (1992). Effects of response format on diagnostic assessment of scholastic achievement. Applied Psychological Measurement, 16, 353-363. doi:10.1177/014662169201600406
Birenbaum, Menucha; Tatsuoka, Kikumi K.; Gutvirtz, Yaffa.
Effects of response format on diagnostic assessment of scholastic achievement.
Retrieved from the University of Minnesota Digital Conservancy,
Content distributed via the University of Minnesota's Digital Conservancy may be subject to additional license and use restrictions applied by the depositor.