Distractor Analysis for Multiple-Choice Tests: An Empirical Study with International Language Assessment Data. Research Report. ETS RR-19-39

Autor/inn/en	Haberman, Shelby J.; Liu, Yang; Lee, Yi-Hsuan
Titel	Distractor Analysis for Multiple-Choice Tests: An Empirical Study with International Language Assessment Data. Research Report. ETS RR-19-39
Quelle	In: ETS Research Report Series, (2019), (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Multiple Choice Tests; Scores; Test Reliability; High Stakes Tests; Language Usage; Decision Making; Educational Assessment; Models; Comparative Analysis; Language Proficiency; Second Language Learning; Item Response Theory; Goodness of Fit; International Assessment + Suchen Sie Ihr Suchwort? Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Testreliabilität; Sprachgebrauch; Decision-making; Entscheidungsfindung; Education; assessment; Bewertungssystem; Analogiemodell; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Item-Response-Theorie
Abstract	Distractor analyses are routinely conducted in educational assessments with multiple-choice items. In this research report, we focus on three item response models for distractors: (a) the traditional nominal response (NR) model, (b) a combination of a two-parameter logistic model for item scores and a NR model for selections of incorrect distractors, and (c) a model in which the item score satisfies a two-parameter logistic model and distractor selection and proficiency are conditionally independent, given that an incorrect response is selected. Model comparisons involve generalized residuals, information measures, scale scores, and reliability estimates. To illustrate the methodology, a study of an international assessment of proficiency of nonnative speakers of a single target language used to make high-stakes decisions compares the models under study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01