Differences in Strategies Used to Solve STEM-Equivalent Constructed-Response and Multiple-Choice SAT®-Mathematics Items. Report No. 95-3. ETS RR No. 96-20

Autor/inn/en	Katz, Irvin R.; Friedman, Debra E.; Bennett, Randy Elliot; Berger, Aliza E.
Institution	College Entrance Examination Board; Educational Testing Service
Titel	Differences in Strategies Used to Solve STEM-Equivalent Constructed-Response and Multiple-Choice SAT®-Mathematics Items. Report No. 95-3. ETS RR No. 96-20
Quelle	(1996), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Multiple Choice Tests; College Entrance Examinations; Problem Solving; Cognitive Style; STEM Education; Word Problems (Mathematics); Test Format; Test Items; Mathematical Aptitude; Difficulty Level; High School Students; Learning Strategies; New Jersey; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Aufnahmeprüfung; Problemlösen; Cognitive styles; Kognitiver Stil; STEM; Textaufgabe; Testentwicklung; Test content; Testaufgabe; Schwierigkeitsgrad; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	This study investigated the strategies subjects adopted to solve STEM-equivalent SAT-Mathematics (SAT-M) word problems in constructed-response (CR) and multiple-choice (MC) formats. Parallel test forms of CR and MC items were administered to subjects representing a range of mathematical abilities. Format-related differences in difficulty were more prominent at the item level than for the test as a whole. At the item level, analyses of subjects' problem-solving processes appeared to explain differences as well as similarities. Although there may be good reasons for using constructed-response items in large-scale testing programs, multiple-choice questions of the sort studied here should provide measurement that is generally comparable to stem-equivalent constructed-response items. An appendix presents "Item Stems and Multiple-Choice Options for Each Item Pair." (As Provided).
Anmerkungen	College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01