Abstract
The effect of response format on diagnostic assessment of students' performance on an algebra test was investigated. Two sets of parallel, openended (OE) items and a set of multiple-choice (MC) items―which were stem-equivalent to one of the OE item sets―were compared using two diagnostic approaches: a «bug» analysis and a rule-space analysis. Items with identical format (parallel OE items) were more similar than items with different formats (OE VS. MC)
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