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b 6-1
3^
(b-1
->
(2) A/+
+ Ho)
?
(6)HC/->
(2 AlCig
+ ZH2
For outcomes similar to those in these last examples, the short-answer item is clearly
superior to items that require the student to select an answer. The performance described in the
learning outcomes is identical with the performance called forth by the test items. To obtain
correct answers, students must actually solve problems, manipulate mathematical symbols, and
complete and balance equations.
Attempts are sometimes made to measure such problem-solving activities with selectiontype test items, commonly resulting in test items that do not function as intended or that measure
quite different learning outcomes. In the following multiple-choice items, for example, note how
the division problem can be solved by working it and how in the second problem the value
backward (multiplying 2 x 43, or merely 2x3) of x can be determined by substituting each of the
alternative answers in the equation on a trial-and-error basis. Such problems obviously do not
demand the problem-solving behavior we are attempting to measure.
EXAMPLES Supply-Type Items Superior to Multiple-Choice (see text):
2 86