Large-scale state assessment programs use both multiple-choice and open-ended items on tests for accountability purposes. Certainly, there is an intuitive belief among some educators and policy makers that open-ended items measure something different than multiple-choice items. This study examined two item formats in custom-built, standards-based tests of achievement in Reading and Mathematics at grades 3-8. In this paper, we raise questions about the value of including open-ended items, given scoring costs, time constraints, and the higher probability of missing data from test-takers. Accessed 19,320 times on https://pareonline.net from December 10, 2007 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right.
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Hollingworth, Liz; Beard, Jonathan J.; and Proctor, Thomas P.
"An Investigation of Item Type in a Standards-Based Assessment,"
Practical Assessment, Research, and Evaluation: Vol. 12
, Article 18.
Available at: https://scholarworks.umass.edu/pare/vol12/iss1/18