Assessing Students’ Math Proficiency Using Multiple-choice and Short Constructed Response Item Formats

By Khalid Abida, Muhammad Azeem and Muhammad Bashir Gondal.

Published by The Technology Collection

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Article: Print $US10.00
Article: Electronic $US5.00

Teacher-made tools are used for a specific class only, whereas standardized tools are used for a large number of students. Educational technologies have changed the scenario of developing assessment tools. The main objectives of education tools are to help teachers decide what they want their students to learn and to make sure they learn it. The selection of item format for a test is not an easy task. It largely depends on the objectives of the test, but merits and demerits of an item format also influence the choice of format. In recent years, multiple-choice item formats, alone or with other item formats, have become popular in assessments. According to Spinner (2007), multiple-choice tests are objective, easy to score, and cost-effective, so they may be the only viable option in some circumstances. Rodriguez (2002) says that multiple-choice items are generally the optimal choice because of the strong equivalence in multiple-choice (MC) items and constructed-response (CR) items and the cost of administration of CR items. According to Abu-Alhija (2007), the format of the tasks on large-scale tests is predominantly multiple-choice, as accuracy of test scores is most likely to be achieved by this format.

Keywords: Use of Technology in Assessment, Test Construction, Measurement, Assessment

International Journal of Technology, Knowledge and Society, Volume 7, Issue 3, pp.135-150. Article: Print (Spiral Bound). Article: Electronic (PDF File; 4.572MB).

Khalid Abida

Assistant Professor, Division of Education, University of Education, Lahore, Punjab, Pakistan

Ms. Abida is an eminent educationist. She has 22 years of teaching experience at College and University level. She is a researcher of high caliber and has supervised approximately 250 Research Projects at University level. Currently, she holds the designation of Assistant Professor at University Of Education, Lahore she is Ph.D Scholar in University of management & Technology. She has compiled books on diversified topics. The titles of the books are as follows: Contemporary Modes of Thoughts in Philosophy of 21st Century, Basics of Educational Research with SPS Analysis, Phonetics and Phonology in English, Educational Research and electronic data analysis, and Introduction to Education. Her various mode of international papers has been published.

Muhammad Azeem

Punjab Education Assessment System (PEAS), Lahore, Punjab, Pakistan

Mr. Muhammad Azeem is working as Assessment Expert and coordinator for District Wide Large Scale Assessment (D-WLSA) at Punjab Education Assessment System, Govt. of The Punjab, Lahore, Pakistan. He has submitted his Doctoral Thesis at the Division of Education, University of Education, Lahore under Indigenous PhD Fellowship from HEC Pakistan. His area of interest is Educational Assessment, Evaluation, and Testing. He has written a number of articles and research papers in different local and international magazines and journals. He has visited School of Education, University of Leicester, UK as Doctoral Research Fellow.

Dr. Muhammad Bashir Gondal

Senior Research Fellow, Punjab Examination Commission (PEC), Lahore, Pakistan


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