Evaluating Different Scoring Methods for Multiple Response Items Providing Partial Credit

Autor/inn/en	Betts, Joe; Muntean, William; Kim, Doyoung; Kao, Shu-chuan
Titel	Evaluating Different Scoring Methods for Multiple Response Items Providing Partial Credit
Quelle	In: Educational and Psychological Measurement, 82 (2022) 1, S.151-176 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Betts, Joe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/0013164421994636
Schlagwörter	Scoring; Test Items; Test Format; Raw Scores; Adaptive Testing; Computer Assisted Testing; Licensing Examinations (Professions); Difficulty Level; Goodness of Fit + Suchen Sie Ihr Suchwort? Bewertung; Test content; Testaufgabe; Testentwicklung; Schwierigkeitsgrad
Abstract	The multiple response structure can underlie several different technology-enhanced item types. With the increased use of computer-based testing, multiple response items are becoming more common. This response type holds the potential for being scored polytomously for partial credit. However, there are several possible methods for computing raw scores. This research will evaluate several approaches found in the literature using an approach that evaluates how the inclusion of scoring related to the selection/nonselection of both relevant and irrelevant information is incorporated extending Wilson's approach. Results indicated all methods have potential, but the plus/minus and true/false methods seemed the most promising for items using the "select all that apply" instruction set. Additionally, these methods showed a large increase in information per time unit over the dichotomous method. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01