Psychometric and Cognitive Functioning of an Under‐Determined Computer‐Based Response Type for Quantitative Reasoning

Bennett, Randy Elliot; Morley, Mary; Quardt, Dennis; Rock, Donald A.; Singley, Mark K.; Katz, Irvin R.; Nhouyvanisvong, Adisack

doi:10.1111/j.1745-3984.1999.tb00556.x

Cited by 14 publications

(8 citation statements)

References 7 publications

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“…Thus far, only preliminary work has been done on the accuracy of GE scoring, and that only with item types other than ME (Bennett, Morley, et al, 1999). In this study, responses were used from two parallel 20-item tests.…”

Section: Generating Examplesmentioning

confidence: 99%

Three Response Types for Broadening the Conception of Mathematical Problem Solving in Computerized Tests

Bennett¹,

Morley²,

Quardt

2000

Applied Psychological Measurement

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Three open-ended response types-mathematical expression (ME), generating examples (GE), and graphical modeling (GM)-are described that could broaden the conception of mathematical problem solving used in computerized admissions tests. ME presents single-best-answer problems that call for an algebraic formalism, the correct rendition of which can take an infinite number of surface forms. GE presents loosely structured problems that can have many good answers taking the form of a value, letter pattern, expression, equation, or list. GM asks the examinee to represent a given situation by plotting points on a grid; these items can have a single best answer or multiple correct answers. For the three basic types, sample items are provided, the examinee interfaces and approaches to automated scoring are described, and research results are reported. It is illustrated how ME, GE, and GM can be combined to form extended constructed-response problems, and a description is offered of how item classes might be used as a basis for creating production-ready scoring keys. Index terms: automated scoring, computerbased testing, constructed response, mathematics performance assessment.The traditional paper-and-pencil (P&P), multiple-choice (MC) item format consists of a static stimulus followed by a series of response options. This format has served testing programs well for many years because its compactness allows for great breadth of coverage-many items can be administered in a short period. It is also cost efficient because it can be machine scored.However, this traditional format cannot effectively measure some constructs; in particular, when the target construct requires either a dynamic stimulus (e.g., listening comprehension) or a complex response (e.g., writing an essay, composing a computer program, producing a building design). To handle constructs requiring dynamic stimuli, large-scale testing programs have typically combined P&P with video or audio tape, producing a serviceable but expensive and administratively cumbersome assessment. To accommodate constructs calling for complex responses, testing programs have increasingly employed performance tasks, which also can be uneconomical due to the need for human scoring.Computerized testing has brought with it the potential for "new" assessment tasks. Some of these tasks might be more efficiently delivered versions of tasks used in traditional testing programs; others might be truly new, in that they measure constructs that could not be measured by P&P MC tests.These new tasks can be divided into three classes. In the first class, the stimulus is dynamic. An operational example is the Listening section of the Test of English as a Foreign Language (Educational Testing Service, 1999). Digitally recorded audio and context-setting photos are presented, followed by MC questions. One advantage of this digital presentation is the consistency in quality with which the same audio stimulus can be delivered from one examinee to the next.

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Section: Generating Examplesmentioning

confidence: 99%

Three Response Types for Broadening the Conception of Mathematical Problem Solving in Computerized Tests

Bennett¹,

Morley²,

Quardt

2000

Applied Psychological Measurement

Self Cite

View full text Add to dashboard Cite

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“…Other tests similar to the "two-stage" include the "pyramidal," "flexilevel," "stradaptive," and "countdown" approaches (for reviews see Butcher, Keller, & Bacon, 1985;Epstein & Klinkenberg 2001;Weiss, 1985). More recent advances include test types called generating examples (GE) and are found described in reviews by Bennett (1999), Bennett et al, (1999) and Bennett, Steffen, Singley, Morley, and Jacquemin (1997).…”

Section: Introductionmentioning

confidence: 99%

Improving Employee Selection with Online Testing

Pollack

2009

Encyclopedia of Human Resources Information Systems

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Advances in technology now enable employers to utilize computers to administer online employee selection tests, which result in lower costs, increased efficiency, and fewer transcription errors (Richman, Kiesler, Weisband, & Drasgow, 1999; Tippins et al., 2006). Additionally, online employment testing software can effectively and efficiently assist in identifying individuals best suited to an occupation, reducing poor person-job fit, lowering turnover rates, decreasing training costs, and minimizing errors in hiring (Bingham, Ilg, & Davidson, 2002; Mooney, 2002). This article addresses issues related to online employment testing software including types of tests available, validity and reliability, proctoring, and social desirability. Additional terms are defined and implications and future directions for research are discussed.

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“…Randy Bennett took the lead at ETS in exploring the technology for scoring constructed responses in concert with theory about the relevant constructs, including mathematics Bennett et al 1999Bennett et al , 2000aSandene et al 2005;Sebrechts et al 1991Sebrechts et al , 1996, computer science (Bennett and Wadkins 1995), graphical items (Bennett et al 2000a;, and formulating hypotheses (Bennett and Rock 1995). The scoring of mathematics items has reached a significant level of maturity (Fife 2013), as has the integration of task design and automated scoring (Graf and Fife 2012).…”

Section: Automated Scoringmentioning

confidence: 99%

“…He evaluated the SAT grid-in format with GRE items and concluded that the multiple-choice and grid-in versions of GRE items behaved very similarly. Following the adoption of the grid-in format in the SAT, a more comprehensive examination of mathematics item formats that could serve to elicit quantitative skills was undertaken, informed by advances in the understanding of mathematical cognition and a maturing computerbased infrastructure (Bennett and Sebrechts 1997;Bennett et al , 1999Bennett et al , 2000aSandene et al 2005;Sebrechts et al 1996). More recently, the mathematics strand of the CBAL initiative has attempted to unpack mathematical proficiency by means of competency models, the corresponding constructed-response tasks (Graf 2009), and scoring approaches (Fife 2013).…”

Section: Mathematicsmentioning

confidence: 99%

A Historical Survey of Research Regarding Constructed-Response Formats

Bejar

2017

Methodology of Educational Measurement and Assessment

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This chapter chronicles ETS research and development contributions related to the use of constructed-response item formats. 1 The use of constructed responses in testing dates back to imperial China, where tests were used in the selection of civil servants. However, in the United States, the multiple-choice format became dominant during the twentieth century, following its invention and use by the SAT ® examinations created by the College Board in 1926. When ETS was created in 1947, post-secondary admissions testing was largely based on tests consisting of multiplechoice items. However, from the start, there were two camps at ETS: those who believed that multiple-choice tests were sufficiently adequate for the purpose of assessing "verbal" skills and those who believed that "direct" forms of assessment requiring written responses had a role to play. For constructed-response formats to regain a foothold in American education several hurdles would need to be overcome. Research at ETS was instrumental in overcoming those hurdles.The first hurdle was that of reliability, specifically the perennial issue of low interrater agreement, which plagued the acceptance of constructed-response formats for most of the twentieth century. The second hurdle was broadening the conception of validity to encompass more than predictive considerations, a process that began with the introduction of construct validity by Cronbach and Meehl (1955). Samuel Messick at ETS played a crucial role in this process by making construct validity relevant to educational tests. An inflexion point in the process of reincorporating constructed-response formats more widely in educational tests was marked 1 Constructed responses to a prompt or question can range in scope and complexity. Perhaps the most common constructed response is the written essay. However, short written responses to questions are also considered to be constructed, as are spoken answers in response to a prompt, mathematical responses (equations, plotted functions, etc.), computer programs, and graphical responses such as architectural designs.

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Psychometric and Cognitive Functioning of an Under‐Determined Computer‐Based Response Type for Quantitative Reasoning

Cited by 14 publications

References 7 publications

Three Response Types for Broadening the Conception of Mathematical Problem Solving in Computerized Tests

Three Response Types for Broadening the Conception of Mathematical Problem Solving in Computerized Tests

Improving Employee Selection with Online Testing

A Historical Survey of Research Regarding Constructed-Response Formats

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