Developing an online test system with multiple-choice and constructed-response items in Mathematics－taking the area of parallelogram and triangle in fifth graders as an example

• Main Authors: Yung-Hsin Chang, 張永鑫
• Other Authors: Bor-Chen Kuo
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/38334759886638829826

碩士 === 國立臺中教育大學 === 教育測驗統計研究所 === 98 === The constructed-response items can examine the students’ abilities of thinking, problem solving, orgnization and expression. And the computer-based diagnostic tests can save the examining time and score quickly. This search expects to combine the advantage of two to develop constructed-response items and score models, and then estimate its result with the base of the constructed-response items diagnostic system. First, analyze the students problem-solving error types in the selected units and literatures to draft the constructed-response items error types and score models. And then, according to the structure of expert’s knowledge to design the questions. After examining, the PHP program will distinct the error type of the problem solving in the database automatically. The research shows the average for each constructed-response item has 17 error types for students’ problem solving. From the record, we can not only understand students’ thinking and strategies, but also find some error types which can not be found from the written examination. It can help the teachers judge the students misconcept more precisely and do remedial teaching much more efficiently. Furthermore, the reliability of added constructed-response items is better than the multiple-choice types (.801>.776). Therefore, in the case of the same test length, if the questions can be added a part of constructed-response items, the reliability will be higher.