Integrated testlets and the immediate feedback assessment technique.

Autor/in	Slepkov, A. D.
Titel	Integrated testlets and the immediate feedback assessment technique.
Quelle	In: American journal of physics, 81 (2013) 10, S. 782-791 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-9505; 1943-2909
DOI	10.1119/1.4820241
Schlagwörter	Testkonstruktion; Multiple-Choice-Verfahren; Testentwicklung; Physik; Physikunterricht
Abstract	We describe how an answer-until-correct multiple-choice (MC) response format allows for the construction of fully multiple-choice examinations designed to operate much as a hybrid between standard MC and constructed-response (CR) testing. With this tool-the immediate feedback assessment technique (IF-AT)-students gain complete knowledge of the correct answer for each question during the examination and can use such information for solving subsequent test items. This feature allows for the creation of a new type of context-dependent item set: the "integrated testlet." In an integrated testlet, certain items are purposefully inter-dependent and are thus presented in a particular order. Such integrated testlets represent a proxy of typical CR questions, but with a straightforward and uniform marking scheme that also allows for granting partial credit for proximal knowledge. As proof-of-principle, we present a case study of an IF-AT-scored midterm and final examination for an introductory physics course and discuss specific testlets possessing varying degrees of integration. In total, the polychotomously scored items are found to allow for excellent discrimination, with a mean item-total correlation measure for the combined 45 items of the two examinations of 0.41+/- 0.13 (mean6standard deviation) and a final examination test reliability of alpha= 0.82 (n=25 items). Furthermore, partial credit is shown to be allocated in a discriminating and valid manner in these examinations. As has been found in other disciplines, the reaction of undergraduate physics students to the IF-AT is highly positive, further motivating its expanded use in formal classroom assessments. 2013 American Association of Physics Teachers.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Osnabrück
Update	2014/1