A comparison of sentence-learning errors in children of different achievement levels |
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| Authors: | Joel R Levin Elizabeth S Ghatala Bruce G Bender |
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| Institution: | University of Wisconsin U.S.A.;University of Houston U.S.A.;University of Wisconsin U.S.A. |
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| Abstract: | Theoretical analyses of the multiple-choice test format suggest that a test constructor should give serious consideration to the form in which correct and incorrect alternatives are presented. In this experiment, third and fourth graders were tested for previously exposed information by multiple-choice items in which: (a) correct alternatives were stated in either verbatim or synonym form; and (b) incorrect alternatives consisted of plausible responses that were either familiar or new. Comparisons of errors and error patterns were made between high and low achieving students who had been given one of two different information-processing strategies. Based on a dual test function argument, it was concluded that synonym correct alternatives combined with plausible new responses are the most desirable of the four multiple-choice variations studied here. In particular, such items were sensitive to achievement level and strategy differences without systematically increasing students' likelihood of retaining misinformation. |
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| Keywords: | Requests for reprints should be sent to Dr Joel R Levin Wisconsin Research and Development Center for Cognitive Learning University of Wisconsin 1025 W Johnson Street Madison WI 53706 |
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