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ERIC Number: ED431813
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 12
Abstractor: N/A
Reference Count: N/A
Multiple-Choice versus Constructed-Response Tests in the Assessment of Mathematics Computation Skills.
Gadalla, Tahany M.
The equivalence of multiple-choice (MC) and constructed response (discrete) (CR-D) response formats as applied to mathematics computation at grade levels two to six was tested. The difference between total scores from the two response formats was tested for statistical significance, and the factor structure of items in both response formats was compared. Responses of 1,028 students in grades 2 through 6 on the Canadian Achievement Tests were analyzed. Stem-equivalent and scoring-equivalent MC and CR-D forms were used, and each student was tested twice with a time lapse between testings. Analyses show that response format has a significant effect on the performance of students in grades 2 and 3 with the mean score on the MC format higher than the mean score on the CD-R format. Response format is not found to have a significant effect on the performance of students in grades 4, 5, and 6. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada