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ERIC Number: EJ946771
Record Type: Journal
Publication Date: 2011
Pages: 21
Abstractor: As Provided
Reference Count: 53
ISSN: ISSN-1062-7197
An Investigation of Explanation Multiple-Choice Items in Science Assessment
Liu, Ou Lydia; Lee, Hee-Sun; Linn, Marcia C.
Educational Assessment, v16 n3 p164-184 2011
Both multiple-choice and constructed-response items have known advantages and disadvantages in measuring scientific inquiry. In this article we explore the function of explanation multiple-choice (EMC) items and examine how EMC items differ from traditional multiple-choice and constructed-response items in measuring scientific reasoning. A group of 794 middle school students was randomly assigned to answer either constructed-response or EMC items following regular multiple-choice items. By applying a Rasch partial-credit analysis, we found that there is a consistent alignment between the EMC and multiple-choice items. Also, the EMC items are easier than the constructed-response items but are harder than most of the multiple-choice items. We discuss the potential value of the EMC items as a learning and diagnostic tool. (Contains 6 figures and 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Grade 6; Grade 7; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California