An Investigation of Explanation Multiple-Choice Items in Science Assessment

Autor/inn/en	Liu, Ou Lydia; Lee, Hee-Sun; Linn, Marcia C.
Titel	An Investigation of Explanation Multiple-Choice Items in Science Assessment
Quelle	In: Educational Assessment, 16 (2011) 3, S.164-184 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2011.611702
Schlagwörter	Science Tests; Multiple Choice Tests; Responses; Test Items; Middle School Students; Grade 6; Grade 7; Energy; Scoring; Difficulty Level; California + Suchen Sie Ihr Suchwort? Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Test content; Testaufgabe; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Energie; Bewertung; Schwierigkeitsgrad; Kalifornien
Abstract	Both multiple-choice and constructed-response items have known advantages and disadvantages in measuring scientific inquiry. In this article we explore the function of explanation multiple-choice (EMC) items and examine how EMC items differ from traditional multiple-choice and constructed-response items in measuring scientific reasoning. A group of 794 middle school students was randomly assigned to answer either constructed-response or EMC items following regular multiple-choice items. By applying a Rasch partial-credit analysis, we found that there is a consistent alignment between the EMC and multiple-choice items. Also, the EMC items are easier than the constructed-response items but are harder than most of the multiple-choice items. We discuss the potential value of the EMC items as a learning and diagnostic tool. (Contains 6 figures and 4 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10