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The Impact of the Item Types and Num...

Atalmis, Erkan Hasan.

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The Impact of the Item Types and Number of Solution Steps of Multiple-Choice Items on Item Difficulty and Discrimination and Test Reliability.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Impact of the Item Types and Number of Solution Steps of Multiple-Choice Items on Item Difficulty and Discrimination and Test Reliability./
Author:	Atalmis, Erkan Hasan.
Description:	98 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-12(E), Section: A.
Contained By:	Dissertation Abstracts International75-12A(E).
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3632929
ISBN:	9781321123210

The Impact of the Item Types and Number of Solution Steps of Multiple-Choice Items on Item Difficulty and Discrimination and Test Reliability.
Atalmis, Erkan Hasan.

The Impact of the Item Types and Number of Solution Steps of Multiple-Choice Items on Item Difficulty and Discrimination and Test Reliability. - 98 p.

Source: Dissertation Abstracts International, Volume: 75-12(E), Section: A.

Thesis (Ed.D.)--University of Kansas, 2014.

This item must not be sold to any third party vendors.

This study examined two multiple choice item-writing guidelines addressed by Haladyna, Downing, and Rodriguez (2002). One is related to using the "None of the Above (NOTA)" option, the other is about the plausible number of options for a multiple-choice item (MCI). These two guidelines were empirically tested using one-step and multi-step problems to identify their impact on item characteristics (item difficulty and item discrimination) and test characteristics (test reliability). Three forms with MCIs were generated and administered to approximately 1500 7th and 8th grade students in the United States and Turkey. Bi-factor Item Response Theory (IRT) was applied to assess dimensionality related to the number of solution steps of items. Multiple regression models were employed to determine the degree of impact these item-writing guidelines had on item and test characteristics for MCIs with one step solution (MCI with one-step solution) and those with more than one step solutions (MCIs with multi-step solution). The results show that item characteristics do not change significantly across the conventional MCIs with four options, MCIs with three options, and MCIs with NOTA option. The interaction between solution steps and the three MCI types had no significant impact on item characteristics. For the test with MCIs with a one-step solution, the findings demonstrate that four options are significantly more reliable than the NOTA options and not statistically different from three options. For the test with MCIs with multi-step solutions, four options are not statistically different from three and NOTA options. Compared to MCIs with four options, the results support that MCIs with NOTA options are preferable for MCIs with multi-step solutions while three options are desirable for both MCIs with one-step solutions and multi-step solutions.

ISBN: 9781321123210Subjects--Topical Terms:

517650
Educational psychology.

The Impact of the Item Types and Number of Solution Steps of Multiple-Choice Items on Item Difficulty and Discrimination and Test Reliability.
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020 $a 9781321123210
035 $a (MiAaPQ)AAI3632929
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100 1 $a Atalmis, Erkan Hasan. $3 3172593
245 1 4 $a The Impact of the Item Types and Number of Solution Steps of Multiple-Choice Items on Item Difficulty and Discrimination and Test Reliability.
300 $a 98 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-12(E), Section: A.
500 $a Adviser: Neal Kingston.
502 $a Thesis (Ed.D.)--University of Kansas, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This study examined two multiple choice item-writing guidelines addressed by Haladyna, Downing, and Rodriguez (2002). One is related to using the "None of the Above (NOTA)" option, the other is about the plausible number of options for a multiple-choice item (MCI). These two guidelines were empirically tested using one-step and multi-step problems to identify their impact on item characteristics (item difficulty and item discrimination) and test characteristics (test reliability). Three forms with MCIs were generated and administered to approximately 1500 7th and 8th grade students in the United States and Turkey. Bi-factor Item Response Theory (IRT) was applied to assess dimensionality related to the number of solution steps of items. Multiple regression models were employed to determine the degree of impact these item-writing guidelines had on item and test characteristics for MCIs with one step solution (MCI with one-step solution) and those with more than one step solutions (MCIs with multi-step solution). The results show that item characteristics do not change significantly across the conventional MCIs with four options, MCIs with three options, and MCIs with NOTA option. The interaction between solution steps and the three MCI types had no significant impact on item characteristics. For the test with MCIs with a one-step solution, the findings demonstrate that four options are significantly more reliable than the NOTA options and not statistically different from three options. For the test with MCIs with multi-step solutions, four options are not statistically different from three and NOTA options. Compared to MCIs with four options, the results support that MCIs with NOTA options are preferable for MCIs with multi-step solutions while three options are desirable for both MCIs with one-step solutions and multi-step solutions.
590 $a School code: 0099.
650 4 $a Educational psychology. $3 517650
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Elementary education. $3 641385
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710 2 $a University of Kansas. $b Psychology & Research in Education. $3 1024504
773 0 $t Dissertation Abstracts International $g 75-12A(E).
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791 $a Ed.D.
792 $a 2014
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3632929