An Investigation of Item Type in a Standards-Based Assessment
DOI
https://doi.org/10.7275/6ggz-8837
Abstract
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.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Hollingworth, Liz; Beard, Jonathan J.; and Proctor, Thomas P.
(2019)
"An Investigation of Item Type in a Standards-Based Assessment,"
Practical Assessment, Research, and Evaluation: Vol. 12, Article 18.
DOI: https://doi.org/10.7275/6ggz-8837
Available at:
https://scholarworks.umass.edu/pare/vol12/iss1/18