The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Diagnostic Assessment With Ordered Multiple-Choice Items
Abstract
In this article we describe the development, analysis, and interpretation of a novel item format we call Ordered Multiple-Choice (OMC). A unique feature of OMC items is that they are linked to a model of student cognitive development for the construct being measured. Each of the possible answer choices in an OMC item is linked to developmental levels of student understanding, facilitating the diagnostic interpretation of student item responses. OMC items seek to provide greater diagnostic utility than typical multiple-choice items, while retaining their efficiency advantages. On the one hand, sets of OMC items provide information about the developmental understanding of students that is not available with traditional multiple-choice items; on the other hand, this information can be provided to schools, teachers, and students quickly and reliably, unlike traditional open-ended test items.
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Cites
A Rasch model for partial credit scoring
Masters, G. N. (1982) · Psychometrika · doi:10.1007/bf02296272 · Cited by 3,782
Hestenes, D., Wells, M., & Swackhamer, G. (1992) · The Physics Teacher · doi:10.1119/1.2343497 · Cited by 3,235
From principles to practice: An embedded assessment system
Wilson, M., & Sloane, K. (2000) · Applied Measurement in Education · doi:10.1207/s15324818ame1302_4 · Cited by 333
Self-citation
Cited by
Learning Progressions in Science: An Evidence-based Approach to Reform
Corcoran, T., Mosher, F., & Rogat, A. (2009) · doi:10.12698/cpre.2009.rr63 · Cited by 362
Measuring progressions: Assessment structures underlying a learning progression
Wilson, M. (2009) · Journal of Research in Science Teaching · doi:10.1002/tea.20318 · Cited by 329
Self-citationTowards a learning progression of energy
Neumann, K., Viering, T., Boone, W. J., & Fischer, H. E. (2013) · Journal of Research in Science Teaching · doi:10.1002/tea.21061 · Cited by 301
Furtak, E. M., Kiemer, K., Circi, R. K., Swanson, R., de León, V., Morrison, D., & Heredia, S. C. (2016) · Instructional Science · doi:10.1007/s11251-016-9371-3 · Cited by 160
Zhang, H., Perry, A., & Lee, I. (2025) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-024-00398-x · Cited by 75
Metadata
- Authors
- Briggs, D., Alonzo, A., Schwab, C., & Wilson, M.
- Venue
- Educational Assessment
- Publisher
- Informa UK Limited
- Published
- 2006-02-01
- Volume
- 11
- Issue
- 1
- Pages
- 33-63
- ISSN
- 1062-7197 (ISSN-L)
- OpenAlex
- W2020653198
- Cited by
- 285
- References
- 3
- FWCI
- 11.51
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
