Journal article
Diagnostic assessment with ordered multiple-choice items
DC Briggs, AC Alonzo, C Schwab, M Wilson
Educational Assessment | ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD | Published : 2006
Abstract
In this article we describe the development, analysis, and interpretation of a novel item format we call Ordered Multiple-Choice (OMC). A unique feature of OMC items is that they are linked to a model of student cognitive development for the construct being measured. Each of the possible answer choices in an OMC item is linked to developmental levels of student understanding, facilitating the diagnostic interpretation of student item responses. OMC items seek to provide greater diagnostic utility than typical multiple-choice items, while retaining their efficiency advantages. On the one hand, sets of OMC items provide information about the developmental understanding of students that is not ..
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Awarded by National Science Foundation
Funding Acknowledgements
The research presented in this article was developed under Grant # REC-0087848, with funding from the National Science Foundation. The contents do not necessarily reflect the views or policies of NSF, or any other agencies of the U.S. government. This article is based in whole on work by the BEAR Center in collaboration with WestEd as part of the NSF-funded project Research in Standards-based Science Assessment.