Abstract
Mixed format tests (e.g., a test consisting of multiple-choice [MC] items and constructed response [CR] items) have become increasingly popular. However, the latent structure of item pools consisting of the two formats is still equivocal. Moreover, the implications of this latent structure are unclear: For example, do constructed response items tap reasoning skills that cannot be assessed with multiple choice items? This study explored the dimensionality of mixed format tests by applying bi-factor models to 10 tests of various subjects from the College Board's Advanced Placement (AP) Program and compared the accuracy of scores based on the bi-factor analysis with scores derived from a unidimensional analysis. More importantly, this study focused on a practical and important question—classification accuracy of the overall grade on a mixed format test. Our findings revealed that the degree of multidimensionality resulting from the mixed item format varied from subject to subject, depending on the disattenuated correlation between scores from MC and CR subtests. Moreover, remarkably small decrements in classification accuracy were found for the unidimensional analysis when the disattenuated correlations exceeded 0.90.
Highlights
Large-scale testing has clearly moved from almost sole reliance on multiple-choice (MC) items in the mid to latter part of the twentieth century to the current use of mixed format tests that include both multiple-choice and constructed-response (CR) items (Ercikan et al, 1998; Kim et al, 2010; Kuechler and Simkin, 2010)
Based on the previous research, we argue that bi-factor models are especially useful and appropriate for analyzing mixed format tests and examining the unique reasoning abilities and skills measured by CR items that cannot be measured by MC items
Psychometricans are often fond of MC items because they can be answered relatively quickly so that tests with many items can be administered in short periods of time, resulting in high reliability
Summary
Large-scale testing has clearly moved from almost sole reliance on multiple-choice (MC) items in the mid to latter part of the twentieth century to the current use of mixed format tests that include both multiple-choice and constructed-response (CR) items (Ercikan et al, 1998; Kim et al, 2010; Kuechler and Simkin, 2010) Both MC and CR items are employed in many tests including the National Assessment of Educational Progress (NAEP), the Advanced Placement Program (AP, College Board), SAT Reasoning Test (SAT, College Board), and Pre-Professional Skills Tests (PPST, Educational Testing Service). Another advantage of CR items is that they may be able to provide information about students with extremely low or high abilities, which may be poorly assessed by MC items (Ercikan et al, 1998)
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