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Showing 1 to 15 of 96 results Save | Export
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Wind, Stefanie A.; Ge, Yuan – Educational and Psychological Measurement, 2021
Practical constraints in rater-mediated assessments limit the availability of complete data. Instead, most scoring procedures include one or two ratings for each performance, with overlapping performances across raters or linking sets of multiple-choice items to facilitate model estimation. These incomplete scoring designs present challenges for…
Descriptors: Evaluators, Scoring, Data Collection, Design
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Sideridis, Georgios; Tsaousis, Ioannis; Al Harbi, Khaleel – Educational and Psychological Measurement, 2017
The purpose of the present article was to illustrate, using an example from a national assessment, the value from analyzing the behavior of distractors in measures that engage the multiple-choice format. A secondary purpose of the present article was to illustrate four remedial actions that can potentially improve the measurement of the…
Descriptors: Multiple Choice Tests, Attention Control, Testing, Remedial Instruction
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Andrich, David; Marais, Ida; Humphry, Stephen Mark – Educational and Psychological Measurement, 2016
Recent research has shown how the statistical bias in Rasch model difficulty estimates induced by guessing in multiple-choice items can be eliminated. Using vertical scaling of a high-profile national reading test, it is shown that the dominant effect of removing such bias is a nonlinear change in the unit of scale across the continuum. The…
Descriptors: Guessing (Tests), Statistical Bias, Item Response Theory, Multiple Choice Tests
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Attali, Yigal; Laitusis, Cara; Stone, Elizabeth – Educational and Psychological Measurement, 2016
There are many reasons to believe that open-ended (OE) and multiple-choice (MC) items elicit different cognitive demands of students. However, empirical evidence that supports this view is lacking. In this study, we investigated the reactions of test takers to an interactive assessment with immediate feedback and answer-revision opportunities for…
Descriptors: Test Items, Questioning Techniques, Differences, Student Reaction
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Paulhus, Delroy L.; Dubois, Patrick J. – Educational and Psychological Measurement, 2014
The overclaiming technique is a novel assessment procedure that uses signal detection analysis to generate indices of knowledge accuracy (OC-accuracy) and self-enhancement (OC-bias). The technique has previously shown robustness over varied knowledge domains as well as low reactivity across administration contexts. Here we compared the OC-accuracy…
Descriptors: Educational Assessment, Knowledge Level, Accuracy, Cognitive Ability
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Wolkowitz, Amanda A.; Skorupski, William P. – Educational and Psychological Measurement, 2013
When missing values are present in item response data, there are a number of ways one might impute a correct or incorrect response to a multiple-choice item. There are significantly fewer methods for imputing the actual response option an examinee may have provided if he or she had not omitted the item either purposely or accidentally. This…
Descriptors: Multiple Choice Tests, Statistical Analysis, Models, Accuracy
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Zopluoglu, Cengiz; Davenport, Ernest C., Jr. – Educational and Psychological Measurement, 2012
The generalized binomial test (GBT) and [omega] indices are the most recent methods suggested in the literature to detect answer copying behavior on multiple-choice tests. The [omega] index is one of the most studied indices, but there has not yet been a systematic simulation study for the GBT index. In addition, the effect of the ability levels…
Descriptors: Statistical Analysis, Error of Measurement, Simulation, Multiple Choice Tests
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Kobrin, Jennifer L.; Kim, YoungKoung; Sackett, Paul R. – Educational and Psychological Measurement, 2012
There is much debate on the merits and pitfalls of standardized tests for college admission, with questions regarding the format (multiple-choice vs. constructed response), cognitive complexity, and content of these assessments (achievement vs. aptitude) at the forefront of the discussion. This study addressed these questions by investigating the…
Descriptors: Grade Point Average, Standardized Tests, Predictive Validity, Predictor Variables
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Wang, Wen-Chung; Huang, Sheng-Yun – Educational and Psychological Measurement, 2011
The one-parameter logistic model with ability-based guessing (1PL-AG) has been recently developed to account for effect of ability on guessing behavior in multiple-choice items. In this study, the authors developed algorithms for computerized classification testing under the 1PL-AG and conducted a series of simulations to evaluate their…
Descriptors: Computer Assisted Testing, Classification, Item Analysis, Probability
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Hohensinn, Christine; Kubinger, Klaus D. – Educational and Psychological Measurement, 2011
In aptitude and achievement tests, different response formats are usually used. A fundamental distinction must be made between the class of multiple-choice formats and the constructed response formats. Previous studies have examined the impact of different response formats applying traditional statistical approaches, but these influences can also…
Descriptors: Item Response Theory, Multiple Choice Tests, Responses, Test Format
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Penfield, Randall D. – Educational and Psychological Measurement, 2011
This article explores how the magnitude and form of differential item functioning (DIF) effects in multiple-choice items are determined by the underlying differential distractor functioning (DDF) effects, as modeled under the nominal response model. The results of a numerical investigation indicated that (a) the presence of one or more nonzero DDF…
Descriptors: Test Bias, Multiple Choice Tests, Test Items, Models
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Finkelman, Matthew; Darby, Mark; Nering, Michael – Educational and Psychological Measurement, 2009
Many tests classify each examinee into one of multiple performance levels on the basis of a combination of multiple-choice (MC) and constructed-response (CR) items. This study introduces a two-stage scoring method that identifies examinees whose MC scores place them near a cut point, advising scorers on which examinees will be most affected by…
Descriptors: Classification, Scoring, Multiple Choice Tests, Responses
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von Davier, Alina A.; Wilson, Christine – Educational and Psychological Measurement, 2007
This article discusses the assumptions required by the item response theory (IRT) true-score equating method (with Stocking & Lord, 1983; scaling approach), which is commonly used in the nonequivalent groups with an anchor data-collection design. More precisely, this article investigates the assumptions made at each step by the IRT approach to…
Descriptors: Calculus, Item Response Theory, Scores, Data Collection
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Stone, Clement A.; Yeh, Chien-Chi – Educational and Psychological Measurement, 2006
Examination of a test's internal structure can be used to identify what domains or dimensions are being measured, identify relationships between the dimensions, provide evidence for hypothesized multidimensionality and test score interpretations, and identify construct-irrelevant variance. The purpose of this research is to provide a…
Descriptors: Multiple Choice Tests, Factor Structure, Factor Analysis, Licensing Examinations (Professions)
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Lei, Pui-Wa; Dunbar, Stephen B.; Kolen, Michael J. – Educational and Psychological Measurement, 2004
This study compares the parametric multiple-choice model and the nonparametric kernel smoothing approach to estimating option characteristic functions (OCCs) using an empirical criterion, the stability of curve estimates over occasions that represents random error. The potential utility of graphical OCCs in item analysis was illustrated with…
Descriptors: Nonparametric Statistics, Multiple Choice Tests, Item Analysis, Item Response Theory
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