Construct Equivalence of Multiple-Choice and Constructed-Response Items: A Random Effects Synthesis of Correlations

By Michael C. Rodriguez. 2003

160 citations recorded by the source corpus.

Subfields: Computer Networks and Communications, Developmental and Educational Psychology, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/fb570e84a654039d6685dbc4529e0f6ae9d75324

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Networks and Communications

1. Yo In’nami
2. Lois Frankel
3. Ross H. Nehm
4. Ou Lydia Liu
5. D. Lohman
6. R. Koizumi
7. I. Schonfeld
8. Katrina Roohr

In Developmental and Educational Psychology

1. Yo In’nami
2. Lois Frankel
3. Ross H. Nehm
4. Ou Lydia Liu
5. D. Lohman
6. R. Koizumi
7. I. Schonfeld
8. Katrina Roohr

In Management Science and Operations Research

1. Yo In’nami
2. Lois Frankel
3. Ross H. Nehm
4. Ou Lydia Liu
5. D. Lohman
6. R. Koizumi
7. I. Schonfeld
8. Katrina Roohr

Citations in the corpus

• Measuring knowledge of natural selection: A comparison of the CINS, an open‐response instrument, and an oral interview (2008, methodology): “In a quantitative meta-analysis of construct equivalence, Rodriguez (2003) found that when stem-equivalent items are employed, multiple-choice and constructed response measures tend to correlate highly.”
• The Role of Nonverbal Ability Tests in Identifying Academically Gifted Students: An Aptitude Perspective (2005, background): “Performance assessments that supplement achievement tests offer the most new information if they require the production of multiple essays, speeches, drawings, or science experiments, rather than evaluation of essays, speeches, drawings, or science experiments produced by others (Rodriguez, 2003).”
• Assessing Critical Thinking in Higher Education: Current State and Directions for Next-Generation Assessment. Research Report. ETS RR-14-10. (2014, methodology): “Rodriguez (2003) investigated the construct equivalence between the two item formats through a meta-analysis of 63 studies and concluded that these two formats are highly correlated when measuring the same content—mean correlation around .95 with item stem equivalence and .92 without stem…”
• The School Age Gender Gap in Reading Achievement: Examining the Influences of Item Format and Intrinsic Reading Motivation. (2015, background): “Furthermore, the specific advantage of girls on CR items does not seem to be stable across domains because it does not appear or even reverses in mathematics and science (Mullis, Martin, Fierros, Goldberg, & Stemler, 2000 ; Routitsky & Turner, 2003 ).”
• A meta-analysis of test format effects on reading and listening test performance: Focus on multiple-choice and open-ended formats (2009, methodology): “…Ward, 1993; Buck, 2001; Campbell, 1999; Cohen, 1998), highly important and interesting in terms of its comprehensive coverage of previous studies is Rodriguez (2003), which synthesized 56 sets of correlation coefficients between stem-equivalent multiple-choice and openended formats based on 29…”