Literaturnachweis - Detailanzeige
| Autor/inn/en | Roid, Gale; und weitere |
|---|---|
| Institution | Oregon State System of Higher Education, Monmouth. Teaching Research Div. |
| Titel | A Comparison of Item-Writing Methods for Criterion-Referenced Tests. |
| Quelle | (1980), (24 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Criterion Referenced Tests; Difficulty Level; Elementary Education; Elementary School Teachers; Item Analysis; Pretests Posttests; Prose; Reading Comprehension; Reading Tests; Test Construction; Test Format; Test Items |
| Abstract | Using informal, objectives-based, or linguistic methods, three elementary school teachers and three experienced item writers developed criterion-referenced pretests-posttests to accompany a prose passage. Item difficulites were tabulated on the responses of 364 elementary students. The informal-subjective method, used by many achievement test developers, allowed maximum freedom of wording and yielded significantly more difficult items. The objectives-based and linguistic methods, in which the item writer chose the foils (distractors), were susceptible to item writer bias. In contrast, the method which provided maximum control, linguistic-based algorithmic foil method, yielded the items which were easy and not subject to bias. It also created items which were insensitive to the pretest-posttest shift in difficulty. Therefore, algorithmic foil methods are promising because they control item writer differences; more research is needed before reasonable item difficulties and instructional sensitivity can be obtained. Teacher-produced items were more sensitive to instruction than those of experienced writers. It is concluded that item-writer differences are real and that field testing is important to identify these differences. (CP) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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