No abstract

No abstract

Quantitative word problems were written as parallel completion and multiple-choice items, and were administered to 232 undergraduate students to compare the reliabilities and item difficulties associated with these formats. The multiple-choice options were written using specific numerical responses for each of five alternatives, revised by replacing the fifth option with "none of the above," and also by replacing each of the five responses with ranges of numerical values.Differences in distributions of scores imply a need to reestablish standards if changes are made in the proportions of completion and multiple-choice items included in a test. Findings did not support camouflaging the correct response by using "none of the above" or ranges of numerical values as multiple-choice alternatives. The increased time required to develop and administer a multiple-choice test with reliability equal to that of a completion test suggests use of the latter even in classes with relatively large enrollments.Authors of educational measurement texts generally favor use of test items that require making a choice among specified alternatives in contrast to items that require the examinee to produce a limited free response. Wesman (1971) recommended against the use of short-answer items, concluding that their superiority over selection-type items is more apparent than real in actual testing situations. Ebel (1979) indicated that short-answer items are used mainly to test for factual informa-APPLIED PSYCHOLOGICAL MEASUREMENT tion, and that good objective test items do not permit identification of the correct response on the basis of simple recognition or sheer rote memory. Popham (1981) took a more cautious approach by suggesting that a major weakness of multiple-choice items is the ability of examinees to recognize correct answers that, without assistance, they would not be able to construct.Instructors who develop classroom examinations that require students to provide a numerical response to a mathematical problem are often concerned about the appropriateness of the multiplechoice format. The present study augments previous research relevant to this concern by comparing the difficulty and reliability of multiple-choice and completion item formats as applied to the classroom measurement of quantitative skills. This investigation also included two variations of the multiple-choice format designed to reduce cues provided by alternatives. Focus is placed on the external validity of the experiment by using an actual examination of course material administered to students in a realistic classroom setting.Background

No abstract

This application paper shows how bankers who are planning to operate a local electronic funds transfer (EFT) network can use simulation and an expert system to improve their EFT decisions. The key to making good EFT decisions is understanding the tradeoffs between the costs and performance of different network possibilities. Being able to explore network choices in light of a bank's service and profit goals, prior to the actual commitment of resources, is essential to that understanding. However, there are no published EFT studies which attempt to combine both technical and economic con cerns, particularly the representation of intangible benefits and costs, in a single methodology. The simulation process de scribed here illustrates a computer model that approximates the performance and economics of alternative local EFT designs. Expert system technology is incorporated to give bankers the convenience of interacting with the model in a natural language format. It should be noted that the work described here is based on the author's current research and ongoing model development for client banks. Every attempt is made to be as informative as possible without breaching confidentiality.