Content-Based Observation of Informative Distractors and Efficiency of Ability Estimation.

Autor/in	Samejima, Fumiko
Institution	Tennessee Univ., Knoxville. Dept. of Psychology.
Titel	Content-Based Observation of Informative Distractors and Efficiency of Ability Estimation.
Quelle	(1990), (54 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Ability Identification; Distractors (Tests); Equations (Mathematics); Estimation (Mathematics); Item Response Theory; Mathematical Models; Multiple Choice Tests; Objective Tests; Test Construction; Test Interpretation; Test Items; Test Use; Testing Problems + Suchen Sie Ihr Suchwort? Equations; Mathematics; Gleichungslehre; Estimation; Schätzung; Item-Response-Theorie; Mathematical model; Mathematisches Modell; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Objektiver Test; Testaufbau; Test analysis; Testauswertung; Test content; Testaufgabe; Testanwendung
Abstract	The shortcomings of the conventional way of using and interpreting multiple-choice tests are summarized. Some theories and methodologies that can be applied for better use multiple-choice test items are described. Empirical facts are introduced to support the theoretical observations. New strategies are proposed that will reduce "noise" and lead to more efficient ability estimation. In so doing, simple-minded avoidance of non-monotonicity of the operating characteristic of the correct answer is reconsidered, and the efficient use of informative distractors is taken into account. This paper deals with nominal response and multiple-choice test situations in which examinees are required to choose one of the given alternatives in connection with the graded response model. The operating characteristic of a given response pattern is a product of the operating characteristics of the item response categories contained in that response pattern. The multiple-choice test situation should be treated as a special instance of the nominal level of response, although the problem of random or irrational choice should be investigated. Twenty-four graphs are included. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC