메뉴 건너뛰기




Volumn 20, Issue 4, 2007, Pages 427-441

Recommendations for preparing and scoring constructed-response items: What the experts say

Author keywords

[No Author keywords available]

Indexed keywords


EID: 41449084261     PISSN: 08957347     EISSN: None     Source Type: Journal    
DOI: 10.1080/08957340701580736     Document Type: Review
Times cited : (28)

References (32)
  • 1
    • 41449089034 scopus 로고
    • The optional essay problem and the hypothesis of equal difficulty
    • No. 93-40. Princeton, NJ: Educational Testing Service
    • Allen, N. L., Holland, P. W., & Thayer, D. T. (1993). The optional essay problem and the hypothesis of equal difficulty. Research Report No. 93-40. Princeton, NJ: Educational Testing Service.
    • (1993) Research Report
    • Allen, N.L.1    Holland, P.W.2    Thayer, D.T.3
  • 3
    • 0003600480 scopus 로고    scopus 로고
    • American Educational Research Association, American Psychological Association, & National Council on Measurement in Education, Washington, DC: American Educational Research Association
    • American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
    • (1999) Standards for educational and psychological testing
  • 4
    • 0039772894 scopus 로고
    • American Federation of Teachers, National Council on Measurement in Education, & National Education Association, Washington, DC: National Council on Measurement in Education
    • American Federation of Teachers, National Council on Measurement in Education, & National Education Association. (1990). Standards for teacher competence in educational assessment of students. Washington, DC: National Council on Measurement in Education.
    • (1990) Standards for teacher competence in educational assessment of students
  • 5
    • 84965879054 scopus 로고
    • A comparison of empirical differential option weighting scoring procedures as a function of inter-item correlation
    • Bejar, I. I., & Weiss, D. J. (1977). A comparison of empirical differential option weighting scoring procedures as a function of inter-item correlation. Educational and Psychological Measurement, 37, 335-340.
    • (1977) Educational and Psychological Measurement , vol.37 , pp. 335-340
    • Bejar, I.I.1    Weiss, D.J.2
  • 7
  • 8
    • 0038936327 scopus 로고    scopus 로고
    • Knowledge and use of testing and measurement literacy of elementary and secondary teachers
    • Daniel, L. G., & King, D. A. (1998). Knowledge and use of testing and measurement literacy of elementary and secondary teachers. Journal of Educational Research, 91, 331-344.
    • (1998) Journal of Educational Research , vol.91 , pp. 331-344
    • Daniel, L.G.1    King, D.A.2
  • 9
    • 8744274424 scopus 로고    scopus 로고
    • Estimating the reliability of a test battery composite or a test score based on weighted item scoring
    • Feldt, L. S. (2004). Estimating the reliability of a test battery composite or a test score based on weighted item scoring. Measurement and Evaluation in Counseling and Development, 37, 184-190.
    • (2004) Measurement and Evaluation in Counseling and Development , vol.37 , pp. 184-190
    • Feldt, L.S.1
  • 16
    • 0002863228 scopus 로고
    • The validity of a taxonomy of multiple-choice item-writing rules
    • Haladyna, T. M., & Downing, S. M. (1989b). The validity of a taxonomy of multiple-choice item-writing rules. Applied Measurement In Education, 1, 71-78.
    • (1989) Applied Measurement In Education , vol.1 , pp. 71-78
    • Haladyna, T.M.1    Downing, S.M.2
  • 17
    • 0036041844 scopus 로고    scopus 로고
    • A review of multiple-choice item-writing guidelines for classroom assessment
    • Haladyna, T. M., Downing, S. M., & Rodriguez, M. C. (2002). A review of multiple-choice item-writing guidelines for classroom assessment. Applied Measurement in Education, 15, 309-334.
    • (2002) Applied Measurement in Education , vol.15 , pp. 309-334
    • Haladyna, T.M.1    Downing, S.M.2    Rodriguez, M.C.3
  • 18
    • 41449101623 scopus 로고    scopus 로고
    • Hogan, T. P. (1981). Relationship between free-response and choice-type tests of achievement: A review of the literature. Green Bay, WI: University of Wisconsin. (ERIC Document Reproduction Service No. ED 224 81.1.)
    • Hogan, T. P. (1981). Relationship between free-response and choice-type tests of achievement: A review of the literature. Green Bay, WI: University of Wisconsin. (ERIC Document Reproduction Service No. ED 224 81.1.)
  • 21
    • 41449106062 scopus 로고
    • Rational and mathematical relationships of six scoring procedures applicable to three-choice items
    • Merwin, J. C. (1959). Rational and mathematical relationships of six scoring procedures applicable to three-choice items. Journal of Educational Psychology, 50, 153-161.
    • (1959) Journal of Educational Psychology , vol.50 , pp. 153-161
    • Merwin, J.C.1
  • 22
    • 33751522429 scopus 로고    scopus 로고
    • Secondary teachers' assessment literacy: Does classroom experience make a difference?
    • Mertler, C. A. (2005). Secondary teachers' assessment literacy: Does classroom experience make a difference? American Secondary Education, 33, 76-92.
    • (2005) American Secondary Education , vol.33 , pp. 76-92
    • Mertler, C.A.1
  • 25
    • 0037697027 scopus 로고    scopus 로고
    • Construct equivalence of multiple-choice and constructed-response items: A random effects synthesis of correlations
    • Rodriguez, M. C. (2003). Construct equivalence of multiple-choice and constructed-response items: A random effects synthesis of correlations. Journal of Educational Measurement, 40, 163-184.
    • (2003) Journal of Educational Measurement , vol.40 , pp. 163-184
    • Rodriguez, M.C.1
  • 26
    • 27944490379 scopus 로고    scopus 로고
    • Three options are optimal for multiple-choice items: A. meta-analysis of 80 years of research
    • Rodriguez, M. C. (2005). Three options are optimal for multiple-choice items: A. meta-analysis of 80 years of research. Educational Measurement: Issues and Practice, 24(2), 3-13.
    • (2005) Educational Measurement: Issues and Practice , vol.24 , Issue.2 , pp. 3-13
    • Rodriguez, M.C.1
  • 29
    • 0001014512 scopus 로고
    • Assessment literacy for the 21st century
    • Stiggins, R. J. (1995). Assessment literacy for the 21st century. Phi Delta Kappan, 77, 238-245.
    • (1995) Phi Delta Kappan , vol.77 , pp. 238-245
    • Stiggins, R.J.1
  • 31
    • 36148947058 scopus 로고    scopus 로고
    • Item and prompt development in performance testing
    • S. M. Downing & T. M. Haladyna Eds, Mahwah, NJ: Erlbaum
    • Welch, C. (2006). Item and prompt development in performance testing. In S. M. Downing & T. M. Haladyna (Eds.), Handbook of test development (pp. 303-327). Mahwah, NJ: Erlbaum.
    • (2006) Handbook of test development , pp. 303-327
    • Welch, C.1
  • 32
    • 0142168898 scopus 로고    scopus 로고
    • Classroom assessment practices and teachers' self-perceived assessment skills
    • Zhang, Z., & Burry-Stock, J. A. (2003). Classroom assessment practices and teachers' self-perceived assessment skills. Applied Measurement in Education, 16, 323-342.
    • (2003) Applied Measurement in Education , vol.16 , pp. 323-342
    • Zhang, Z.1    Burry-Stock, J.A.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.