Item Function Characteristics and Dimensionality for Alternative Response Formats in Mathematics

Behuniak, Peter; Rogers, John Benjamin; Dirir, Mohamed A.

doi:10.1207/s15324818ame0903_4

Cited by 6 publications

(7 citation statements)

References 16 publications

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“…Furthermore, our analogy tasks were openended; children had to construct their answers so enabling us to undertake fine-grained analyses of children's solving processes (e.g., Harpaz-Itay, Kaniel, & Ben-Amram, 2006;Resing & Elliott, 2011;Tzuriel & Galinka, 2000). Although we know that such tasks are more difficult than multiple choice tasks (e.g., Behuniak, Rogers, & Dirir, 1996;In'nami & Kozumi, 2009;Martinez, 1999), and individuals require more help during training to solve these tasks (Stevenson et al, 2016), these type of tasks may improve learning after extensive instruction.…”

mentioning

confidence: 99%

Progression paths in children’s problem solving: The influence of dynamic testing, initial variability, and working memory

Resing

Bakker

Pronk

et al. 2017

Journal of Experimental Child Psychology

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Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Progression paths in children's problem solving:The influence of dynamic testing, initial variability and working-memory AbstractThe current study investigated developmental trajectories of analogical reasoning performance of 104 7-to-8-year-old children. We employed a microgenetic research method and multilevel analysis to examine the influence of several background variables and experimental treatment on the children's developmental trajectories. Our participants were divided into two treatment groups: repeated practice alone and repeated practice with training. Each child received an initial working-memory assessment, and was subsequently asked to solve figural analogies on each of several sessions. We examined children's analogical problem-solving behavior and their subsequent verbal accounts of their employed solving processes. We also investigated the influence of verbal and visual-spatial working-memory capacity and initial variability in strategyuse on analogical reasoning development. Results indicated that children in both treatment groups improved but gains were greater for those who had received training. Training also reduced the influence of children's initial variability in the use of analogical strategies with the degree of improvement in reasoning largely unrelated to working memory capacity. Findings from this study demonstrate the value of a microgenetic research method and the use of multilevel analysis to examine inter-and intra-individual change in problem-solving processes.

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mentioning

confidence: 99%

Progression paths in children’s problem solving: The influence of dynamic testing, initial variability, and working memory

Resing

Bakker

Pronk

et al. 2017

Journal of Experimental Child Psychology

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“…Typically, constructed response items are more difficult, although it is possible to make multiplechoice items more difficult by choosing distractors to represent common misconceptions. Factor analyses were conducted in only Behuniak, Rogers, & Dirir (1996): CR more Birenbaum & Tatsuoka (1987): Open-ended items items difficult, fit with both 1-and 2-factor model. provide better diagnosis of misconceptions.…”

Section: Multiple-choice Versus Constructed Response Itemsmentioning

confidence: 99%

“…5 Most famously, Traub and Fisher (1977) found only weak evidence of a format factor and concluded that in mathematics the two formats were equivalent. The other 3 studies, however, found evidence of fit for both one-and two-factor solutions (Behuniak, Rogers, & Dirir, 1996), distinct factor structures in the two tests analyzed separately (Birenbaum & Tatsuoka, 1987), and clear evidence of two distinct factors that also resulted in differential group performance (Pollock & Rock, 1997). Not surprisingly, the study that found separate factors for the two formats was the only one that did not constrain the items to be exactly parallel using the stem-equivalent study design.…”

Section: Multiple-choice Versus Constructed Response Itemsmentioning

confidence: 99%

Commentary on the National Mathematics Advisory Panel Recommendations on Assessment

Shepard

2008

Educational Researcher

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Foundations for Success: The Final Report of the National Mathematics Advisory Panel (2008) recommends that National Assessment of Educational Progress and state tests focus on foundations of algebra and include fewer pattern-type algebra items. Greater mathematics expertise is needed in test development to prevent flawed items. The Panel reached the erroneous conclusion that multiple-choice and constructed response items measure the same thing because it relied on studies where the two item types were constrained to be identical. The Panel’s recommendations on standard setting are misleading because it relied on a single simulation study. By focusing only on special education studies, its discussion of formative assessment implies that formative assessment requires formal tools administered and scored frequently and fails to recognize more interactive forms of feedback found in studies from cognitive science.

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“…However, feedback type not only influences strategy-use, learning, and transfer but also problem format (e.g., Luwel, Foustana, Papadatos, & Verschaffel, 2011). For example, open-ended items are generally considered more difficult to solve (Behuniak, Rogers, & Dirir, 1996;Hohensinn & Kubringer, 2011;In'nami & Kozumi, 2009), but provide more diagnostic information (Birenbaum & Tatsuoka, 1987;Birenbaum, Tatsuoka, & Gutvirtz, 1992;Currie & Chiramanee, 2010). Problem construction or constructed-response (CR) formats may lead to greater learning and transfer than multiple-choice (MC) solutions (Harpaz-Itay, Kaniel, & Ben-Amram, 2006;Martinez, 1999).…”

Section: Introductionmentioning

confidence: 99%

Dynamic Testing of Analogical Reasoning in 5- to 6-Year-Olds

Stevenson

Heiser

Resing

2016

Journal of Psychoeducational Assessment

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Multiple-choice (MC) analogy items are often used in cognitive assessment. However, in dynamic testing, where the aim is to provide insight into potential for learning and the learning process, constructed-response (CR) items may be of benefit. This study investigated whether training with CR or MC items leads to differences in the strategy progression and understanding of analogical reasoning in 5- to 6-year-olds ( N = 111). A pretest-training-posttest control group design with randomized blocking was utilized, where two experimental groups were trained according to the graduated prompts method. Results show that both training conditions improved more during dynamic testing compared with untrained controls. As expected, children in the CR condition required more prompting during training and showed different strategy-use patterns compared with the MC group. However, the quality of solution explanations was significantly better for children in the CR condition. It appears that possible performance advantages of training with CR items are most apparent when active processing is required. In the future, we advise including items such as CR or analogy construction in dynamic testing that allow for fine-grained analysis of strategy-use to further discern differences in children’s analogical reasoning understanding.

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Item Function Characteristics and Dimensionality for Alternative Response Formats in Mathematics

Cited by 6 publications

References 16 publications

Progression paths in children’s problem solving: The influence of dynamic testing, initial variability, and working memory

Progression paths in children’s problem solving: The influence of dynamic testing, initial variability, and working memory

Commentary on the National Mathematics Advisory Panel Recommendations on Assessment

Dynamic Testing of Analogical Reasoning in 5- to 6-Year-Olds

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