Finding Relationships Between Multiple-Choice Math Tests and Their Stem-Equivalent Constructed Responses

Abstract

The study takes a close look at relationships between scores on a Mathematics standardized test in two different testing formats -Multiple-Choice (MC) and Constructed Response (CR). Many studies have been dedicated to finding correlations between item format characteristics with regards to race and gender. Few studies, however, have attempted to explore differences in the performance of English Learners in a low performing, predominantly Latino high school. The study also determined relationships between math scores and gender and math scores and language proficiency, as well as relationships between CAHSEE and CST scores.Statistical analyses were performed using correlations, descriptive statistics, and t-tests.Empirical data were also disaggregated and analyzed by gender, and language proficiency. Results revealed significant positive correlations between MC and CR formats. T-tests displayed statistically significant differences between the means of the formats, with boys and English Only students having better scores than their counterparts. Frequency tables examining proficiency levels of students by gender and language proficiency revealed differences between MC and CR tests, with boys and English Only students earning better levels of proficiency.Significant positive correlations were shown between CST scores and multiple-choice items, but none were found for CST scores and constructed response items. DEDICATIONTo my husband Nabil, whose patience and many sacrifices are what allowed me to complete this work uninterrupted.To my wonderful children, who thrived and finished their schooling while their mother was busy attending classes and focusing on her study.To my students, who are my biggest fans, and who accompanied me on this journey. May this work inspire you to always believe in yourselves and reach for the stars.And finally, to my parents, who instilled in me the love of learning, and taught me to appreciate culture and diversity.vi ACKNOWLEDGEMENTS

Evidence of probability misconception in engineering students—why even an inaccurate explanation is better than no explanation

“…Open-ended tasks require time (Kustos & Zelkowski, 2013) and answering can be demanding, but they provide better insight into students' reasoning. According to Chaoui: "Open-ended questions provide insights into the misconception of students and allow the teacher to evaluate the various techniques they use" (Chaoui, 2011). Use of open-ended tasks increases reliability, because guessing is minimized compared to conventional multiple-choice tasks (Kastner & Stangla, 2011).…”

Effects of response format on achievement and aptitude assessment results: multi-level random effects meta-analyses

“…Preparing test-takers for the possibility that assessments may include not only CE but also OE items might lead them to study for exams by developing a conceptual understanding rather than by memorizing facts by rote (e.g. [ 100 ]). Encoding information conceptually will enable test-takers to handle both response formats, whereas memorizing by rote will only prepare them for CE assessments.…”

“…To prepare test-takers for the two kinds of assessments equally, however, requires instructors who are able to ensure that the nature of a problem is actually understood and who are able to teach strategic learning as well as problem solving, for example, through regular discourse and training in OE performance tasks (e.g. [ 65 , 100 , 101 ]). Curriculum leaders and policymakers may support this process by setting up and coordinating educational programmes with a focus on teaching problem solving and critical thinking skills.…”

Implications of high-stakes testing on classroom practices in grades 3-5

“…Boys also have consistently outperformed girls on constructed response quesCons within state-mandated tests (Chaoui, 2011). Furthermore, students who only speak English, versus students who speak mulCple languages, consistently score higher (Chaoui, 2011). By limiCng how students are able to demonstrate what they know, students are being disadvantaged and unfairly assessed on their learning.…”

“…When comparing boys and girls of the same age and skill level, boys typically perform beHer on mulCple choice tests in both mathemaCcs and English, which are common quesCon types on state-mandaCng tesCng (Reardon et al, 2016). Boys also have consistently outperformed girls on constructed response quesCons within state-mandated tests (Chaoui, 2011). Furthermore, students who only speak English, versus students who speak mulCple languages, consistently score higher (Chaoui, 2011).…”