• Title/Summary/Keyword: multiple-choice item

Search Result 80, Processing Time 0.023 seconds

A Comparison of Free Response Items and Multiple Choice Items in Terms of Effectiveness of Estimating Mathematical Ability (수행형 문항과 선다형 문항의 수학적 능력 추정 효율성 비교)

  • Park, Jung;Park, Kyung-Mi
    • The Mathematical Education
    • /
    • v.43 no.2
    • /
    • pp.151-162
    • /
    • 2004
  • For the past several years, performance assessment has been widely used by mathematics teachers. The superiority of performance assessment items compare to multiple choice items has been discussed by many researchers, however these discussions tend to be lack of empirical data. Thus, this study aims to examine the effectiveness of tree response items in comparison with multiple choice items. Using the information function in Item Response Theory(IRT), item information of free response items and multiple choice items from the Third International Mathematics and Science Study-Repeat(TIMSS-R) were obtained and compared. Test informations of the whole mathematics area as well as each content area of mathematics were computed. On average, tree response items yielded more information than multiple choice items, especially in measurement and data interpretation. This study also revealed that free response items estimated students' mathematics ability more accurately than multiple choice items with smaller number of items.

  • PDF

Analysis of the Characteristics of Multiple-Choice Test Items Used in Integrated Science Assessment: Focused on the Case of Four High School (융합형 '과학' 평가에 사용된 선다형 문항의 특성 분석 : 4개 고등학교의 사례)

  • Lee, Ki-Young;Cho, Hee-Hyung;Kwon, Suk-Min;Kim, Hee-Kyong;Yoon, Heesook
    • Journal of Science Education
    • /
    • v.37 no.2
    • /
    • pp.278-293
    • /
    • 2013
  • The purpose of this study was to analyze the characteristics of multiple-choice test items used in assessment of high school integrated science according to 2009 revised curriculum. For the analysis of the tendency of item setting, we devised an analytic framework specific to integrated science, and analyzed the characteristics of items by applying the devised framework and item response theory. The results of the tendency of item setting revealed that most of items run counter to the intent of integrated science in terms of item resource, integration extent, and cognitive level, which means teachers are stick to separative method in teaching-learning and assessment of integrated science. The results of the analysis applying item response theory showed that item difficulty was appropriate and item discrimination was considerably high. However, there was no relevance between the tendency of item setting and qualitative characteristics of the items. We also discussed some agendas to improve the teaching-learning and assessment of integrated science based on the results of this study.

  • PDF

A Learning Progression for Water Cycle from Fourth to Sixth Graders with Ordered Multiple-Choice Items (순위 정렬 선다형 평가 문항을 적용한 초등학교 4~6학년 학생들의 물의 순환에 대한 학습 발달 과정)

  • Seong, Yeonseon;Maeng, Seungho;Jang, Shinho
    • Journal of Korean Elementary Science Education
    • /
    • v.32 no.2
    • /
    • pp.139-158
    • /
    • 2013
  • This study investigated elementary students' (grade 4~6) learning progressions for water cycling drawn from iterative assessments using ordered multiple-choice (OMC) items. An assessment system, which consisted of construct map, item design, outcome space, and measurement model, was employed in this study to examine children's learning progressions. At the first stage of the assessment system, a construct map was designed on which children's conceptual understandings from naive to most sophisticated were represented. At the item design stage, 8 OMC items were drawn from the construct map. Each item option of the OMC items was scored from 0 to 3 according to its level of understanding at the stage of outcome space. As a measurement model, Rasch model, a branch of item response theory, was applied to interpreting the outcomes of the OMC items. This cycle of assessment system was furtherly implemented iteratively in order to elaborate on the first version of water cycling learning progression. In conclusion, children's understanding of water cycling could be described in two aspects: water distribution and water movement. We identified children's conjectural developmental pathways about water cycling existed from superficial and naive accounts to more complex and abstract accounts.

A Relative Effectiveness of Item Types for Estimating Science Ability in TIMSS-R (문항 유형에 따른 과학 능력 추정의 효율성 비교)

  • Park, Chung;Hong, Mi-Young
    • Journal of The Korean Association For Science Education
    • /
    • v.22 no.1
    • /
    • pp.122-131
    • /
    • 2002
  • Recently, performance assessment that makes growing use of free response items in a large scale assessment has been emphasized. This study is an empirical examination of the effectiveness of free response items in comparison with multiple choice items. Using the information function in Item Response Theory (IRT) framework, item information of free response items and multiple-choice items from the Third International Mathematics and Science Study-Repeat (TlMSS-R) were obtained. Test information of the whole science area as well as each area of science contents was computed. On average, free response items yielded more information than multiple choice items, especially in earth science, physics, chemistry, and life science. This study also showed that free response items were appropriate for students in high science ability. Also, free response items estimated students' science ability more accurately than multiple choice items with smaller number of free response items.

Differential Effect of Item Characteristics on Science Achievement Between Genders

  • Shin, Dong-Hee;Moon, Nan-Moo
    • Journal of The Korean Association For Science Education
    • /
    • v.24 no.1
    • /
    • pp.17-28
    • /
    • 2004
  • The purpose of this study is to determine the patterns of differences between genders in science achievement. Eleventh grade, 140 female and male students were sampled from a school in Seoul. According to the analysis results of pilot study, 20 items were finally selected for the main study. To sharpen our interpretations of the factors and provide some confirmation, we supplemented the statistical analysis with a more detailed cognitive study of the items using think-aloud protocols and interviews with student test takers. The analysis of this study took into account the different item formats, contexts, and presentation styles. The findings are as follows: First, there was no significant gender difference between multiple-choice and open-ended items. Second, male students achieved significantly better in the context of everyday life in multiple-choice items. Third, male students favored items presented as written texts. Fourth, in problem-solving process, female students tend to apply their science concepts, whereas male students tend to apply their everyday experiences. The results of this investigation indicate that gender difference in science achievement depends heavily on item characteristics.

A Structure of Personalized e-Learning System Using On/Off-line Mixed Estimations Based on Multiple-Choice Items

  • Oh, Yong-Sun
    • International Journal of Contents
    • /
    • v.5 no.1
    • /
    • pp.51-55
    • /
    • 2009
  • In this paper, we present a structure of personalized e-Learning system to study for a test formalized by uniform multiple-choice using on/off line mixed estimations as is the case of Driver :s License Test in Korea. Using the system a candidate can study toward the license through the Internet (and/or mobile instruments) within the personalized concept based on IRT(item response theory). The system accurately estimates user's ability parameter and dynamically offers optimal evaluation problems and learning contents according to the estimated ability so that the user can take possession of the license in shorter time. In order to establish the personalized e-Learning concepts, we build up 3 databases and 2 agents in this system. Content DB maintains learning contents for studying toward the license as the shape of objects separated by concept-unit. Item-bank DB manages items with their parameters such as difficulties, discriminations, and guessing factors, which are firmly related to the learning contents in Content DB through the concept of object parameters. User profile DB maintains users' status information, item responses, and ability parameters. With these DB formations, Interface agent processes user ID, password, status information, and various queries generated by learners. In addition, it hooks up user's item response with Selection & Feedback agent. On the other hand, Selection & Feedback agent offers problems and content objects according to the corresponding user's ability parameter, and re-estimates the ability parameter to activate dynamic personalized learning situation and so forth.

An Analysis of Elementary Student s Errors in Solving the Science Multiple Choice Items (초등학교 학생들의 과학 선다형 문항 풀이 과정에서의 오류 분석)

  • 정미라;이기영;김찬종
    • Journal of Korean Elementary Science Education
    • /
    • v.23 no.4
    • /
    • pp.332-343
    • /
    • 2004
  • Multiple choice items have been widely used. However the difficulties in understanding and solving the items have not been known well. The purpose of this study is to analyze the difficulties and errors in the process of solving multiple choice items. Twelve multiple choice items were developed based on the Unit 5 Separation of Mixtures in the 4th grade. Four items which students had hardly given the correct answer were selected and six students were chosen for interview. Interview results were analyzed with regard to the errors in the process of solving the multiple choice items. The findings of this study are as follows: I) The students who misread and misunderstand the questions choose the incorrect answers. 2) Most of the students activate daily knowledge in the process of problem solving. 3) The students who have misconception with the daily knowledge or have no experiences choose incorrect answers, while students who activate both daily knowledge and school knowledge choose correct answer. 4) The students of high level commit errors mainly in the latter part of problem solving process, but the students of low level do from early.

  • PDF

Effect of Guessing on the Correct Answer in a Multiple Choice (객관식 선다형문항에서 추측이 정답에 미치는 영향)

  • Kwon, Boseob
    • The Journal of Korean Association of Computer Education
    • /
    • v.23 no.1
    • /
    • pp.29-36
    • /
    • 2020
  • Various items were used as evaluation tools that identify the student's abilities accurately to confirm the completion of learning. Among them, the multiple choice item has the advantages of high objectivity and reliability in scoring, but it cannot remove the factor of guessing. In this paper, the multiple choice items are classified into two types according to the relationship between the questionnaire and the choices. One is the type used in the classical test theory with the probability of guessing 1/k for k choices and the other is the novel proposed type which introduces the concept of partial knowledge. In the proposed type, the probability of guessing when the number of knowledge i is (i+1)/k for k choices. Based on the assumptions of the previous theories about multiple choice items, we derive the guessing parameter about the proposed type. And we analyzed the effect of the guess on the correct answer in the existing type and the proposed type. This shows that the proposed type has more question guessing than the existing type.

Block Replacement Policy by Multiple Choice with Used Items

  • Jeong, Hai-Sung
    • Communications for Statistical Applications and Methods
    • /
    • v.6 no.2
    • /
    • pp.403-412
    • /
    • 1999
  • A block replacement policy where at failure the item is either replaced by a new or used item or remains inactive until the next planned replacement is considered. in this paper our interests are focused on reusing all the used items created by the policy. Numerical results for the case where the underlying life distribution is gamma are obtained.

  • PDF

A Difference of Identifying Variable Skills Assessment between Performance and Multiple Choice Items (수행평가와 선다형 지필 평가에 의한 변인확인 능력 평가의 차이)

  • Lee, Hang-Ro
    • Journal of The Korean Association For Science Education
    • /
    • v.19 no.1
    • /
    • pp.146-158
    • /
    • 1999
  • Since 1960' s. aims of science education have changed from attainment of scientific concepts. principles and laws to improvement of science process(or inquiry) skills. According to the science education philosophy like this. our nation has adopted improvement and evaluation of science process(or inquiry) skills in science education. The purpose of this study was to examine the performance of high school students on 4 types of multiple choice items used to access students ability to identify independent and dependent variables. Stimulus materials were either a question focusing on the relationship between two variables. a hypothesis. a description of an experiment. or a description of results of an experiment. Student performance on these item types was compared to this performance on a standard Piagetian interview task of variable identification. The results of the study included: (1) the "hypothesis" type was the most difficult, while the "question" type appeared to be the easiest; (2) the "procedure" item type had a higher correlation with the total interview than any other item type. Among conclusions reached in this study was that although all four item types operated similarly. they did not correlate very highly with the performance assessment by interview.

  • PDF