Construction Versus Choice in Cognitive Measurement: Issues in Constructed Response, Performance Testing, and Portfolio Assessment

By Randy Elliot Bennett; William C. Ward | Go to book overview

response necessitates that we extract as much relatively independent and useful information as we can out of each response. At the very least, we need to use graded responses or ordered multiple category scoring. We may, however, very well need to immerse ourselves in the seas of architecture-of- proficiency models. Otherwise, constructed-response testing, which is a rather fluid endeavor itself, may vaporize for cost reasons before it ever establishes a firm foothold in the history of testing.


ACKNOWLEDGMENTS

The opinions expressed in this chapter are those of one or both of the authors and should not be misconstrued to represent official policy of either the College Board or Educational Testing Service. The authors thank Randy Bennett and William Ward for their reviews and comments on earlier versions of the chapter and Elise Sharrett for her assistance in revising the chapter.


REFERENCES

Andrich D. ( 1978). "A rating formulation for ordered response categories". Psychometrika, 43, 561-573.

Angoff W. H., & Ford S. F. ( 1973). "item-race interactions on a test of scholastic aptitude". Journal of Educational Measurement, 10, 95-105.

Bell R. C., & Hay J. A. ( 1987). "Differences and biases in English language examination formats". British Journal of Educational Psychology, 57, 212-220.

Bennett R. E., Ward W. C., Rock D. A., & LaHart C. ( 1990). Towarda framework for constructed- response items (RR-90-7). Princeton, NJ: Educational Testing Service.

Birnbaum A. ( 1968). "Some latent trait models and their uses in inferring an examinee's ability". In Lord F. M. & M. R. Novick, Statistical theories of mental test scores (pp. 397-479). Reading, MA: Addison-Wesley.

Bock R. D. ( 1972). "Estimating item parameters and latent ability when the responses are scored in two or more nominal categories". Psychometrika, 37, 29-51.

Bolger N. ( 1984). "Gender differences in academic achievement according to method of measurement". Paper presented at the annual meeting of the American Psychological Association, Toronto. (ERIC Document Reproduction Service No. ED 255 555)

Breland H. M., & Griswold P. A. ( 1981). Group comparisons for basic skills measures (College Board Report No. 81-6). New York: College Entrance Examination Board.

Dorans N. J. ( 1982). Technical review of item fairness studies: 1975-1979 (SR-82-90). Princeton, NJ: Educational Testing Service.

Dorans N. J. ( 1989). "Two new approaches to assessing differential item functioning: Standardization and the Mantel-Haenszel method". Applied Measurement in Education, 2, 217-233.

Dorans N. J., & Holland P. W. ( 1992). "DIF detection and description: Mante-Haenszel and standardization". In P. W. Holland & H. Wainer (Eds.), Differential item functioning: Theory and practice (pp. 35-66). Hillsdale, NJ: Lawrence Erlbaum Associates.

Dorans N. J., & Kulick E. ( 1983). Assessing unexpected differential item performance of female candidates on SAT and TSWE forms administered in December 1977: An application of the standardization approach (RR-83-9). Princeton, NJ: Educational Testing Service.

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