The aim of the study was to examine common items in mixed format (e.g., multiple-choices and essay items) contain parameter drifts test equating processes performed with item non-equivalent groups design. In this study, which carried out using Monte Carlo simulation a fully crossed design, factors length (30 50), sample size (1000 3000), ratio 40%), drift (IPD) (20 30%), location tests (at begi...

.......................................................................................................... 3 Introduction ..................................................................................................... 4 Single-stimulus response format ................................................................... 4 Response biases affecting single-stimulus items ........................

Item response theory is usually applied to items with a selected-response format, such as multiple choice items, whereas generalizability theory is usually applied to constructed-response tasks assessed by raters. However, in many situations, raters may use rating scales consisting of items with a selected-response format. This chapter presents a short overview of how item response theory and g...

The purposes of this study were (a) to develop a valid and reliable questionnaire using both the structural characteristics of digital games and students perceptions of the concept of freedom of choice in digital games, (b) to validate items to be used in questionnaire to measure perceived freedom of choice, (c) to identify the factors that underlie freedom of choice in digital games and (d) to...

Mixed format tests (e.g., a test consisting of multiple-choice [MC] items and constructed response [CR] items) have become increasingly popular. However, the latent structure of item pools consisting of the two formats is still equivocal. Moreover, the implications of this latent structure are unclear: For example, do constructed response items tap reasoning skills that cannot be assessed with ...

INTRODUCTION Health-related knowledge is often assessed through multiple-choice tests. Among the different types of formats, researchers may opt to use multiple-mark items, i.e. with more than one correct answer. Although multiple-mark items have long been used in the academic setting - sometimes with scant or inconclusive results - little is known about the implementation of this format in res...

A taxonomy of 31 multiple-choice item-writing guidelines was validated through a logical process that included two sources of evidence: the consensus achieved from reviewing what was found in 27 textbooks on educational testing and the results of 27 research studies and reviews published since 1990. This taxonomy is mainly intended for classroom assessment. Because textbooks have potential to e...

In everyday life, we regularly choose among multiple items serially such as playing music in a playlist or determining priorities in a to-do list. However, our behavioral strategy to determine the order of choice is poorly understood. Here we defined 'the sushi problem' as how we serially choose multiple items of different degrees of preference when multiple sequences are possible, and no parti...

This paper proposes a guideline for writing MCQ items for our domain which promotes the use of Multiple Alternative Choice (MAC) items. This guideline is derived from one of the guidelines from the Taxonomy of item-writing guidelines reviewed by Haladyna et al, 2002. The new guideline is tested by delivering two sets of MCQ test items to a representative sample of candidates from the domain. On...