چکیده:
This study investigated the utility of all of the above (AOTA) as a test option in multiple-choice items. It aimed at estimating item fit, item difficulty, item discrimination, and guess factor of such a choice. Five reading passages of the Key English Test (KET, 2010) were adapted. The test was reconstructed in 2 parallel forms: Test 1 did not include the abovementioned alternative, whereas Test 2, administered 2 weeks later, included such an alternative. The 2 tests, 32 items each, were administered to 142 high school third-graders. Results, analyzed through 3-parameter logistic model, indicated that the multiple-choice questions, including the alternative all of the above, were easier. Results also revealed that the option all of the above increased the guess factor. Because guess factor is a source of measurement error, it may threaten test validity and reliability.
خلاصه ماشینی:
Utility of Complex Alternatives in Multiple-Choice Items: The Case of All of the Above Reza Nejati1 & Mohammad Moradi2 1Corresponding author, Shahid Rajaee Teacher Training University, reza.
com Received: 25/09/2014 Accepted: 11/04/2015 Abstract This study investigated the utility of all of the above (AOTA) as a test option in multiple-choice items.
To find plausible alternatives, language test developers need to use the findings of linguistics and other related disciplines such as educational psychology and assessment.
151) An argument for the use of AOTA is that the item format tends to be more difficult than those items in which it does not occur (Dudycha & Carpenter, 1973) and can, therefore, better discriminate between low and high achievers.
On the other hand, some argue that the AOTA tends to be easier for test-wise students (Haladyna, Downing, & Rodriguez, 2002; Harasym, Leong, Violato, Brant, & Lorscheider, 1998) as test takers who can identify, at least, one option that is incorrect, logically eliminate the AOTA option, will find this item format easier than others who cannot.
They also believe that using AOTA or BOTH contradicts the basic principle underlying the construction of multiple-choice items that there should be only one correct answer for each question.
4. Results The present study was designed to compare the item-fit, difficulty, discrimination power, and guess factor of test items that include AOTA with items without AOTA.
The results, then, support Osterlind (2002) who believes that the test takers answer the AOTA-including alternatives only based on partial knowledge.
An assessment of the effectiveness of complex alternatives in multiple-choice achievement test items.