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Grace C. Tetschner; Sachin Nedungadi – Chemistry Education Research and Practice, 2025
Many undergraduate chemistry students hold alternate conceptions related to resonance--an important and fundamental topic of organic chemistry. To help address these alternate conceptions, an organic chemistry instructor could administer the resonance concept inventory (RCI), which is a multiple-choice assessment that was designed to identify…
Descriptors: Scientific Concepts, Concept Formation, Item Response Theory, Scores
Acikgul, Kubra; Sad, Suleyman Nihat; Altay, Bilal – International Journal of Assessment Tools in Education, 2023
This study aimed to develop a useful test to measure university students' spatial abilities validly and reliably. Following a sequential explanatory mixed methods research design, first, qualitative methods were used to develop the trial items for the test; next, the psychometric properties of the test were analyzed through quantitative methods…
Descriptors: Spatial Ability, Scores, Multiple Choice Tests, Test Validity
Slepkov, A. D.; Van Bussel, M. L.; Fitze, K. M.; Burr, W. S. – SAGE Open, 2021
There is a broad literature in multiple-choice test development, both in terms of item-writing guidelines, and psychometric functionality as a measurement tool. However, most of the published literature concerns multiple-choice testing in the context of expert-designed high-stakes standardized assessments, with little attention being paid to the…
Descriptors: Foreign Countries, Undergraduate Students, Student Evaluation, Multiple Choice Tests
Papenberg, Martin; Diedenhofen, Birk; Musch, Jochen – Journal of Experimental Education, 2021
Testwiseness may introduce construct-irrelevant variance to multiple-choice test scores. Presenting response options sequentially has been proposed as a potential solution to this problem. In an experimental validation, we determined the psychometric properties of a test based on the sequential presentation of response options. We created a strong…
Descriptors: Test Wiseness, Test Validity, Test Reliability, Multiple Choice Tests
Guven Demir, Elif; Öksuz, Yücel – Participatory Educational Research, 2022
This research aimed to investigate animation-based achievement tests according to the item format, psychometric features, students' performance, and gender. The study sample consisted of 52 fifth-grade students in Samsun/Turkey in 2017-2018. Measures of the research were open-ended (OE), animation-based open-ended (AOE), multiple-choice (MC), and…
Descriptors: Animation, Achievement Tests, Test Items, Psychometrics
Rafi, Ibnu; Retnawati, Heri; Apino, Ezi; Hadiana, Deni; Lydiati, Ida; Rosyada, Munaya Nikma – Pedagogical Research, 2023
This study describes the characteristics of the test and its items used in the national-standardized school examination by applying classical test theory and focusing on the item difficulty, item discrimination, test reliability, and distractor analysis. We analyzed response data of 191 12th graders from one of public senior high schools in…
Descriptors: Foreign Countries, National Competency Tests, Standardized Tests, Mathematics Tests
Guo, Hongwen; Zu, Jiyun; Kyllonen, Patrick – ETS Research Report Series, 2018
For a multiple-choice test under development or redesign, it is important to choose the optimal number of options per item so that the test possesses the desired psychometric properties. On the basis of available data for a multiple-choice assessment with 8 options, we evaluated the effects of changing the number of options on test properties…
Descriptors: Multiple Choice Tests, Test Items, Simulation, Test Construction
Ezechukwu, Roseline Ifeoma; Chinecherem, Basil; Oguguo, E.; Ene, Catherine U.; Ugorji, Clifford O. – World Journal of Education, 2020
This study determined the psychometric properties of the Economics Achievement Test (EAT) using Item Response Theory (IRT). Two popular IRT models namely, one-parameter logistics (1PL) and two-parameter logistics (2PL) models were utilized. The researcher adopted instrumentation research design. Four research questions and two hypotheses were…
Descriptors: Economics Education, Economics, Achievement Tests, Psychometrics
Soeharto, Soeharto – Journal of Turkish Science Education, 2021
This study aims to evaluate the psychometric properties of the developed diagnostic assessment test and to identify student misconceptions in science in terms of school grades. 153 students were gathered by using random sample from 10th to 12th grade in senior high schools. The 32 items of the two-tier multiple-choice diagnostic test were…
Descriptors: Grade 12, High School Students, Scientific Attitudes, Misconceptions
Tobler, Samuel; Köhler, Katja; Sinha, Tanmay; Hafen, Ernst; Kapur, Manu – CBE - Life Sciences Education, 2022
Undergraduate biology students' molecular-level understanding of stochastic (also referred to as random or noisy) processes found in biological systems is often limited to those examples discussed in class. Therefore, students frequently display little ability to accurately transfer their knowledge to other contexts. Furthermore, elaborate tools…
Descriptors: Undergraduate Students, Biology, Science Instruction, Molecular Biology
Galeoto, Giovanni; D'Elpidio, Giuliana; Alvaro, Rosaria; Zicari, Anna Maria; Valente, Donatella; Riccio, Marianna – International Association for Development of the Information Society, 2021
The Italian Disciplinary section of Test of Competences (TECO-D) project is an important longitudinal study used to analyze learning outcomes of ungraded students and to measure quality of the educational process. The aim of the present study was to evaluate the psychometric properties of the TECO-D in students enrolled in the Bachelor's Degree in…
Descriptors: Case Studies, Nursing Education, Psychometrics, Longitudinal Studies
Atalmis, Erkan Hasan – International Journal of Assessment Tools in Education, 2018
Although multiple-choice items (MCIs) are widely used for classroom assessment, designing MCIs with sufficient number of plausible distracters is very challenging for teachers. In this regard, previous empirical studies reveal that using three-option MCIs provides various advantages when compared to four-option MCIs due to less preparation and…
Descriptors: Multiple Choice Tests, Test Items, Difficulty Level, Test Reliability
Chin, Huan; Chew, Cheng Meng; Lim, Hooi Lian; Thien, Lei Mee – International Journal of Science and Mathematics Education, 2022
Cognitive Diagnostic Assessment (CDA) is an alternative assessment which can give a clear picture of pupils' learning process and cognitive structures to education stakeholders so that appropriate instructional strategies can be designed to tailored pupils' needs. Coincide with this function, the Ordered Multiple-Choice (OMC) items were…
Descriptors: Mathematics Instruction, Mathematics Tests, Multiple Choice Tests, Diagnostic Tests
Schuwirth, Lambert W. T.; Van Der Vleuten, Cees P. M. – Journal of Applied Testing Technology, 2019
Programmatic assessment is both a philosophy and a method for assessment. It has been developed in medical education as a response to the limitation of the dominant testing or measurement approaches and to better align with changes in how medical competence was conceptualised. It is based on continual collection of assessment and feedback…
Descriptors: Program Evaluation, Medical Education, Competency Based Education, Feedback (Response)
Lahner, Felicitas-Maria; Lörwald, Andrea Carolin; Bauer, Daniel; Nouns, Zineb Miriam; Krebs, René; Guttormsen, Sissel; Fischer, Martin R.; Huwendiek, Sören – Advances in Health Sciences Education, 2018
Multiple true-false (MTF) items are a widely used supplement to the commonly used single-best answer (Type A) multiple choice format. However, an optimal scoring algorithm for MTF items has not yet been established, as existing studies yielded conflicting results. Therefore, this study analyzes two questions: What is the optimal scoring algorithm…
Descriptors: Scoring Formulas, Scoring Rubrics, Objective Tests, Multiple Choice Tests