Combining Multiple-Choice and Constructed-Response Test Scores: Toward a Marxist Theory of Test Construction
Abstract
Assessment instruments of the future will probably be composed of a combination of different types of questions. Even though different kinds of questions require different scoring procedures, there may be a need to have those different scores combined as a composite. In this article, we describe how mixtures of such scores may be efficaciously combined. Also, if no post hoc adjustment is desired, we provide two characterizations of measurement effectiveness to aid in making unadjusted score combinations efficient. In addition, we explore the implications for test construction of some typical findings.
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Scoring multiple-choice assessments does not generally require the use of professional judgment from one paper to the next, so instructors should be able to score such assessments objectively.
“Scoring multiple-choice assessments does not generally require the use of professional judgment from one paper to the next, so instructors should be able to score such assessments objectively (Wainer and Thissen, 1993; Anderson, 2008, p. 451).”
From Teaching More by Grading Less (or Differently) (2014) · cites this paper as Wainer and Thissen, 1993
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Teaching More by Grading Less (or Differently)
Schinske, J., & Tanner, K. (2014) · CBE—Life Sciences Education · doi:10.1187/cbe.cbe-14-03-0054 · Cited by 282 · see citing works
Zhu, M., Liu, O. L., & Lee, H.-S. (2020) · Computers & Education · doi:10.1016/j.compedu.2019.103668 · Cited by 229 · see citing works
Multiple‐Choice Tests and Student Understanding: What Is the Connection?
Simkin, M. G., & Kuechler, W. L. (2005) · Decision Sciences Journal of Innovative Education · doi:10.1111/j.1540-4609.2005.00053.x · Cited by 199 · see citing works
- Authors
- Wainer, H., & Thissen, D.
- Affiliations
- Educational Testing Service (US)
- Venue
- Applied Measurement in Education
- Publisher
- Informa UK Limited
- Published
- 1993-04
- Volume
- 6
- Issue
- 2
- Pages
- 103-118
- ISSN
- 0895-7347 (ISSN-L)
- 1532-4818
- OpenAlex
- W2096865495
- Cited by
- 216
- References
- 0
- Citations by year
- 2026: 2 · 2025: 3 · 2024: 5 · 2023: 6 · 2022: 3 · 2021: 7 · 2020: 12 · 2019: 8 · 2018: 9 · 2017: 14 · 2016: 9 · 2015: 10 · 2014: 11 · 2013: 4 · 2012: 8
- FWCI
- 8.48
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Applied Measurement in Education (publishedVersion)
- Funders
- Educational Testing Service
- Topics
- Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
- Social Sciences › Education › Educational Assessment and Pedagogy
- Physical Sciences › Computer Science › Information Systems › Educational Technology and Assessment
- Keywords
- score combination, composite score, multiple-choice questions, constructed-response items, test development, scoring methods
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