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ERIC Number: ED385544
Record Type: Non-Journal
Publication Date: 1993-Feb
Pages: 28
Abstractor: N/A
Reference Count: N/A
On the Relative Value of Multiple-Choice, Constructed Response, and Examinee-Selected Items on Two Achievement Tests. Program Statistics Research Technical Report No. 93-28.
Lukhele, Robert; And Others
Analyses based on fitting item response models to data from the College Board's Advanced Placement exams in Chemistry and United States History indicated that the constructed-response portion of the tests yielded little information over and above that provided by the multiple-choice sections. These tests also allow examinees to select subsets of the constructed-response items. Data from the operational administration of the 1989 Advanced Placement Test in Chemistry (taken by 18,462 students) and the 1988 Advanced Placement Test in United States History (taken by 82,842 students) were analyzed. It was found that scoring on the basis of the selections themselves provided almost as much information as did scoring on the basis of the answers. It was also determined that the chemistry test was too difficult for its primary goal, but that this could be at least partially corrected by taking into account information in the wrong answers to the multiple-choice items. Seven figures and two tables illustrate the discussion. (Contains 32 references.) (Author/SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Educational Testing Service, Princeton, NJ.
Identifiers - Assessments and Surveys: Advanced Placement Examinations (CEEB)