ERIC Number: ED562632
Record Type: Non-Journal
Publication Date: 1996
Abstractor: As Provided
Reference Count: 19
Differences in Strategies Used to Solve STEM-Equivalent Constructed-Response and Multiple-Choice SAT®-Mathematics Items. Report No. 95-3. ETS RR No. 96-20
Katz, Irvin R.; Friedman, Debra E.; Bennett, Randy Elliot; Berger, Aliza E.
College Entrance Examination Board
This study investigated the strategies subjects adopted to solve STEM-equivalent SAT-Mathematics (SAT-M) word problems in constructed-response (CR) and multiple-choice (MC) formats. Parallel test forms of CR and MC items were administered to subjects representing a range of mathematical abilities. Format-related differences in difficulty were more prominent at the item level than for the test as a whole. At the item level, analyses of subjects' problem-solving processes appeared to explain differences as well as similarities. Although there may be good reasons for using constructed-response items in large-scale testing programs, multiple-choice questions of the sort studied here should provide measurement that is generally comparable to stem-equivalent constructed-response items. An appendix presents "Item Stems and Multiple-Choice Options for Each Item Pair."
Descriptors: Multiple Choice Tests, College Entrance Examinations, Problem Solving, Cognitive Style, STEM Education, Word Problems (Mathematics), Test Format, Test Items, Mathematical Aptitude, Difficulty Level, High School Students, Learning Strategies
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Publication Type: Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Authoring Institution: College Entrance Examination Board; Educational Testing Service
Identifiers - Location: New Jersey
Identifiers - Assessments and Surveys: SAT (College Admission Test)