Modeling Incorrect Responses to Multiple-Choice Items with Multilinear Formula Score Theory.

Autor/inn/en	Drasgow, Fritz; und weitere
Institution	Illinois Univ., Urbana. Model Based Measurement Lab.
Titel	Modeling Incorrect Responses to Multiple-Choice Items with Multilinear Formula Score Theory.
Quelle	(1987), (117 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Aptitude Tests; Item Analysis; Latent Trait Theory; Mathematical Models; Measurement Techniques; Multiple Choice Tests; Nonparametric Statistics; Response Style (Tests); Scoring Formulas; Vocational Aptitude; Young Adults; Armed Services Vocational Aptitude Battery + Suchen Sie Ihr Suchwort? Aptitude test; Eignungsprüfung; Eignungstest; Itemanalyse; Latent-Trait-Modell; Mathematical model; Mathematisches Modell; Messtechnik; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Antwortverhalten; Scoring rubrics; Auswertungsbogen; Ausbildungseignung; Berufseignung; Young adult; Junger Erwachsener
Abstract	This paper addresses the information revealed in incorrect option selection on multiple choice items. Multilinear Formula Scoring (MFS), a theory providing methods for solving psychological measurement problems of long standing, is first used to estimate option characteristic curves for the Armed Services Vocational Aptitude Battery Arithmetic Reasoning test. Accurately estimated curves are obtained for real and simulated data. Then the statistical information about ability is computed for dichotomous and polychotomous scorings of the items. Moderate gains in information are obtained for low to slightly above average abilities. The dichotomous and polychotomous models are then compared for their relative performances in appropriateness measurement. The rates of detection of some types of aberrance responding were more than 100% higher for optimal polychotomous appropriateness indices than any dichotomous model index. Consequently, the MFS polychotomous model provides opportunities for better testing by allowing more accurate ability estimates, improvements in theory and practice of item writing, and more powerful appropriateness measurement. (Author/KSA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC