Examining Gender Bias in Multiple Choice Item Formats Violating Item-Writing Guidelines*
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چکیده
منابع مشابه
Evaluation of Five Guidelines for Option Development in Multiple-choice Item-writing Evaluation of Five Guidelines for Option Development in Multiple-choice Item-writing Evaluation of Five Guidelines for Option Development in Multiple-choice Item-writing
Non-profit academic project, developed under the open access initiative Multiple-choice items are used extensively in classroom achievement tests. This explains the importance attributed to understanding how to write these items correctly. Multiple-choice test items may be presented in a question or completion format, with negative, positive, simple or complex sentences, with language that is m...
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This paper proposes a guideline for writing MCQ items for our domain which promotes the use of Multiple Alternative Choice (MAC) items. This guideline is derived from one of the guidelines from the Taxonomy of item-writing guidelines reviewed by Haladyna et al, 2002. The new guideline is tested by delivering two sets of MCQ test items to a representative sample of candidates from the domain. On...
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This paper evaluates certain guidelines for writing multiple-choice test items. The analysis of the responses of 5013 subjects to 630 items from 21 university classroom achievement tests suggests that an option should not differ in terms of heterogeneous content because such error has a slight but harmful effect on item discrimination. This also occurs with the "None of the above" option when i...
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A taxonomy of 31 multiple-choice item-writing guidelines was validated through a logical process that included two sources of evidence: the consensus achieved from reviewing what was found in 27 textbooks on educational testing and the results of 27 research studies and reviews published since 1990. This taxonomy is mainly intended for classroom assessment. Because textbooks have potential to e...
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Gender differences in measures of anxiety sensitivity (AS) are similar to gender differences across anxiety disorders; females exhibit higher levels of AS and a greater prevalence of anxiety disorders than males. The current study confirms higher scores on the Anxiety Sensitivity Index (ASI) in females. Further analysis reveals, however, that gender differences on the ASI may arise from a singl...
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ژورنال
عنوان ژورنال: International Online Journal of Educational Sciences
سال: 2019
ISSN: 1309-2707
DOI: 10.15345/iojes.2019.01.015