Alternate Item Types: Continuing the Quest for Authentic Testing

Abstract

Many test developers suggest that multiple-choice items can be used to evaluate critical thinking if the items are focused on measuring higher order thinking ability. The literature supports the use of alternate item types to assess additional competencies, such as higher level cognitive processing and critical thinking, as well as ways to allow examinees to demonstrate their competencies differently. This research study surveyed nurses after taking a test composed of alternate item types paired with multiple-choice items. The participants were asked to provide opinions regarding the items and the item formats. Demographic information was asked. In addition, information was collected as the participants responded to the items. The results of this study reveal that the participants thought that, in general, the items were more authentic and allowed them to demonstrate their competence better than multiple-choice items did. Further investigation into the optimal blend of alternate items and multiple-choice items is needed.

Comparing Results of Alternate Format Test Questions to Standard Multiple Choice Test Questions in First, Second, and Third Year Baccalaureate Nursing Students

“…There were similar percentages of students by year of the program answering this question correctly in either format as well, with the exception of third year where students seemed to find the hotspot question easier (41% answered the multiple choice question correctly versus 60% answered the hotspot question correctly). This information supports findings of a study on alternate format items by Wendt and Kenny [15]. Participants in that study liked hotspot items because they provided visual assistance.…”

“…Two of the four alternate format test questions were multiple response items. This method of testing tends to encourage higher order cognitive thinking processes than single response test items [15] thus, some students may have had more difficulty answering those questions correctly. Table 2], the percentage of students able to correctly answer both the multiple choice questions and the alternate format test questions decreases from Year 1 to Year 3.…”

“…Students in all three years who correctly answered the multiple choice question one were more likely to correctly answer the corresponding fill-in-the-blank question, with findings indicating similar percentages of students by year of the program correctly answering the items in either question format. As fill-in-the-blank type questions have a similar response time as multiple choice type items [15] students may have perceived a similar level of item difficulty. Alternately, the item difficulty for the multiple choice question one was found to be P = 0.813, indicative of an easier test question.…”

“…Quinn et al [11] suggest nurse educators have an obligation to prepare nursing students to write the NCLEX-RN exam, and the National League of Nursing (NLN) [14] recognizes that faculty must assess students for competence using multiple approaches. Wendt and Kenny [15] state that "the use of alternate format items may allow examinees to demonstrate competencies in a different manner while also enabling more authentic assessment of additional knowledge, skill, and abilities". Some authors also recommend that alternate format items be included in nursing educational program exams [11] [15].…”

“…Wendt and Kenny [15] state that "the use of alternate format items may allow examinees to demonstrate competencies in a different manner while also enabling more authentic assessment of additional knowledge, skill, and abilities". Some authors also recommend that alternate format items be included in nursing educational program exams [11] [15]. We were interested in learning if changes in question item format had an impact on an individual's ability to answer a test question correctly.…”