An Investigation of Item Type in a Standards-Based Assessment

Liz Hollingworth; Jonathan Beard; Thomas Proctor

doi:10.7275/6ggz-8837

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An Investigation of Item Type in a Standards-Based Assessment

Journal article

Open access

Peer reviewed

An Investigation of Item Type in a Standards-Based Assessment

Liz Hollingworth, Jonathan Beard and Thomas Proctor

Practical assessment, research & evaluation, Vol.12(18), p.18

01/01/2007

DOI: 10.7275/6ggz-8837

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Abstract

Large-scale state assessment programs use both multiple-choice and open-ended items on tests for accountability purposes. Certainly, there is an intuitive belief among some educators and policy makers that open-ended items measure something different than multiple-choice items. This study examined two item formats in custom-built, standards-based tests of achievement in Reading and Mathematics at grades 3-8. In this paper, we raise questions about the value of including open-ended items, given scoring costs, time constraints, and the higher probability of missing data from test-takers.

Details

Title: Subtitle: An Investigation of Item Type in a Standards-Based Assessment
Creators: Liz Hollingworth
Jonathan Beard
Thomas Proctor
Resource Type: Journal article
Publication Details: Practical assessment, research & evaluation, Vol.12(18), p.18
DOI: 10.7275/6ggz-8837
ISSN: 1531-7714
eISSN: 1531-7714
Publisher: Practical Assessment, Research and Evaluation, Inc
Language: English
Date published: 01/01/2007
Academic Unit: Educational Policy and Leadership Studies
Record Identifier: 9984371298002771

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