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Direct linkMoon, Jung Aa; Sinharay, Sandip; Keehner, Madeleine; Katz, Irvin R. – International Journal of Testing, 2020
The current study examined the relationship between test-taker cognition and psychometric item properties in multiple-selection multiple-choice and grid items. In a study with content-equivalent mathematics items in alternative item formats, adult participants' tendency to respond to an item was affected by the presence of a grid and variations of…
Descriptors: Computer Assisted Testing, Multiple Choice Tests, Test Wiseness, Psychometrics
Moon, Jung Aa; Keehner, Madeleine; Katz, Irvin R. – Educational Assessment, 2020
We investigated how item formats influence test takers' response tendencies under uncertainty. Adult participants solved content-equivalent math items in three formats: multiple-selection multiple-choice, grid with forced-choice (true-false) options, and grid with non-forced-choice options. Participants showed a greater tendency to commit (rather…
Descriptors: College Students, Test Wiseness, Test Format, Test Items
Moon, Jung Aa; Keehner, Madeleine; Katz, Irvin R. – Educational Measurement: Issues and Practice, 2019
The current study investigated how item formats and their inherent affordances influence test-takers' cognition under uncertainty. Adult participants solved content-equivalent math items in multiple-selection multiple-choice and four alternative grid formats. The results indicated that participants' affirmative response tendency (i.e., judge the…
Descriptors: Affordances, Test Items, Test Format, Test Wiseness
Download full textSparks, Jesse R.; Katz, Irvin R.; Beile, Penny M. – ETS Research Report Series, 2016
Digital information literacy (DIL)--generally defined as the ability to obtain, understand, evaluate, and use information in a variety of digital technology contexts--is a critically important skill deemed necessary for success in higher education as well as in the global networked economy. To determine whether college graduates possess the…
Descriptors: Technological Literacy, Information Literacy, Higher Education, Definitions
Peer reviewedMartinez, Michael E.; Katz, Irvin R. – Educational Assessment, 1996
Item level differences between a type of constructed response item (figural response) and comparable multiple choice items in the domain of architecture were studied. Data from 120 architects and architecture students show that item level differences in difficulty correspond to differences in cognitive processing requirements and that relations…
Descriptors: Architects, Architecture, Cognitive Processes, Constructed Response
Peer reviewedKatz, Irvin R.; Bennett, Randy Elliot; Berger, Aliza E. – Journal of Educational Measurement, 2000
Studied the solution strategies of 55 high school students who solved parallel constructed response and multiple-choice items that differed only in the presence of response options. Differences in difficulty between response formats did not correspond to differences in strategy choice. Interprets results in light of the relative comprehension…
Descriptors: College Entrance Examinations, Constructed Response, Difficulty Level, High School Students
Martinez, Michael E.; Katz, Irvin R. – 1992
Contrasts between constructed response items and stem-equivalent multiple-choice counterparts typically have involved averaging item characteristics, and this aggregation has masked differences in statistical properties at the item level. Moreover, even aggregated format differences have not been explained in terms of differential cognitive…
Descriptors: Architecture, Cognitive Processes, Construct Validity, Constructed Response
Katz, Irvin R.; Friedman, Debra E.; Bennett, Randy Elliot; Berger, Aliza E. – College Entrance Examination Board, 1996
This study investigated the strategies subjects adopted to solve STEM-equivalent SAT-Mathematics (SAT-M) word problems in constructed-response (CR) and multiple-choice (MC) formats. Parallel test forms of CR and MC items were administered to subjects representing a range of mathematical abilities. Format-related differences in difficulty were more…
Descriptors: Multiple Choice Tests, College Entrance Examinations, Problem Solving, Cognitive Style
