Abstract
Large-scale state assessment programs use both multiple-choice and open-ended items on tests for accountability purposes. Certainly, there is an intuitive belief among some educators and policy makers that open-ended items measure something different than multiple-choice items. This study examined two item formats in custom-built, standards-based tests of achievement in Reading and Mathematics at grades 3-8. In this paper, we raise questions about the value of including open-ended items, given scoring costs, time constraints, and the higher probability of missing data from test-takers.
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