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The None-of-the-Above Option: An Empirical Study.
Peer reviewed Peer reviewed
Frary, Robert B. – Applied Measurement in Education, 1991
The use of the "none-of-the-above" option (NOTA) in 20 college-level multiple-choice tests was evaluated for classes with 100 or more students. Eight academic disciplines were represented, and 295 NOTA and 724 regular test items were used. It appears that the NOTA can be compatible with good classroom measurement. (TJH)
Descriptors: College Students, Comparative Testing, Difficulty Level, Discriminant Analysis
The Effectiveness of Several Multiple-Choice Formats.
Peer reviewed Peer reviewed
Haladyna, Thomas A. – Applied Measurement in Education, 1992
Several multiple-choice item formats are examined in the current climate of test reform. The reform movement is discussed as it affects use of the following formats: (1) complex multiple-choice; (2) alternate choice; (3) true-false; (4) multiple true-false; and (5) the context dependent item set. (SLD)
Descriptors: Cognitive Psychology, Comparative Testing, Context Effect, Educational Change
Applications of Latent Class Modeling to Investigate the Structure Underlying Reading Comprehension Items.
Peer reviewed Peer reviewed
Davey, Beth; Macready, George B. – Applied Measurement in Education, 1990
The usefulness of latent class modeling in addressing several measurement issues is demonstrated via a study of 74 good and 74 poor readers in grades 5 and 6. Procedures were particularly useful for assessing the hierarchical relation among skills and for exploring issues related to item domains. (SLD)
Descriptors: Comparative Testing, Elementary School Students, Grade 5, Grade 6