Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

Open-Ended Versus Multiple-Choice Response Formats—It Does Make a Difference for Diagnostic Purposes

4 references·16 citing·44 second hop

FromToDepth

this work references cited by second hop

References

1951Coefficient Alpha and the Internal Structure of Tests43,892 cited
1983RULE SPACE: AN APPROACH FOR DEALING WITH MISCONCEPTIONS BASED ON ITEM RESPONSE THEORY922 cited
1973The Guttman-Lingoes nonmetric program series405 cited
1984Caution Indices based on Item Response Theory217 cited

Cited by

1994On the Relative Value of Multiple‐Choice, Constructed Response, and Examinee‐Selected Items on Two Achievement Tests161 cited
2003Construct Equivalence of Multiple‐Choice and Constructed‐Response Items: A Random Effects Synthesis of Correlations145 cited
1991Equivalence of Free‐Response and Multiple‐Choice Items139 cited
2016A sequential cognitive diagnosis model for polytomous responses134 cited
1998Relationships between learning patterns and attitudes towards two assessment formats125 cited
1997Assessment preferences and their relationship to learning strategies and orientations102 cited
1991ON THE MEANINGS OF CONSTRUCTED RESPONSE92 cited
2012What Are They Thinking? Automated Analysis of Student Writing about Acid–Base Chemistry in Introductory Biology91 cited
2018Identifying and Remediating Student Misconceptions in Introductory Biology via Writing-to-Learn Assignments and Peer Review91 cited
2017How Question Types Reveal Student Thinking: An Experimental Comparison of Multiple-True-False and Free-Response Formats

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

87 cited

2010Efficacy of exposure therapy for Japanese patients with posttraumatic stress disorder due to mixed traumatic events: A randomized controlled study70 cited

1991A Comparison of Multiple‐Choice and Constructed Figural Response Items62 cited

2011Harnessing Technology to Improve Formative Assessment of Student Conceptions in STEM: Forging a National Network58 cited

2010Multiple-choice versus open-ended response formats of reading test items: A two-dimensional IRT analysis53 cited

1992Effects of Response Format on Diagnostic Assessment of Scholastic Achievement52 cited

1990On the Construct Validity of Multiple- Choice Items for Reading Comprehension47 cited