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PubMed · 3864827

Format selection in machine-scored classroom achievement tests.

R K Kolstad·M J Wagner·R A Kolstad
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Abstract

Performance on classroom achievement tests should reflect student accomplishment on a targeted set of instructional objectives. One prerequisite for meaningful edumetric assessment is the structuring of each component item in an appropriate format. In a comparative study measuring the effect of item format on student performance, incorrect choices were selected 2.4-fold more frequently on multiple choice items than on their content-identical, multiple true-false derivatives. On similar trials, scores on complex multiple-choice items ranged upward of 20 percent higher than on their content-identical, multiple true-false counterparts. The strengths and weaknesses of various test item formats are discussed and specific recommendations for format selection are made.

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AchievementAptitude TestsEducational MeasurementHumansJournal Article

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R K Kolstad, M J Wagner, R A Kolstad. 1985. Format selection in machine-scored classroom achievement tests.. https://pubmed.ncbi.nlm.nih.gov/3864827/

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