Diagnostic Assessment With Ordered Multiple-Choice Items

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Building a learning progression for celestial motion: Elementary levels from an earth‐based perspective (2010, background): “The researchers’ goal ‘‘was to create a single continuum to be used to describe students’ understanding’’ (Briggs et al., 2006, p. 40) of the day/night cycle, phases of the moon, and the seasons.”
An argument for formative assessment with science learning progressions (2018, background): “For ordered multiple-choice (OMC; Briggs et al., 2006) and multiple true/false (MTF; e.”
Developing, Analyzing, and Using Distractors for Multiple-Choice Tests in Education: A Comprehensive Review (2017, methodology): “These common misconceptions can be identified either by reviewing responses to constructed-response and open-ended items or by consulting with content specialists (Briggs et al., 2006; Haladyna & Rodriguez, 2013).”