Analyzing Multiple-Choice-Multiple-Response Items Using Item Response Theory

Trevor I. Smith, Philip Eaton, Suzanne White Brahmia, Alexis Olsho, Charlotte Zimmerman, Andrew Boudreaux

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Multiple-choice-multiple-response (MCMR) items allow students to select as many responses as they think are correct to a given question stem. Using MCMR items can provide researchers and instructors with a richer and more complete picture of what students do and do not understand about a particular topic. Interpreting students’ MCMR responses is more nuanced than it is for single-response items. Unfortunately, many typical analyses of data from multiple-choice tests assume dichotomously-scored items, which eliminates the possibility of incorporating the rich information from students’ response patterns to MCMR items. We present a novel methodology for using a combination of item response theory models to analyze data from MCMR items. These methods could be applied to inform scoring models that incorporate partial credit for various response patterns.

Original languageEnglish (US)
Title of host publicationPhysics Education Research Conference, 2022
EditorsBrian Frank, Dyan Jones, Qing Ryan
PublisherAmerican Association of Physics Teachers
Pages432-437
Number of pages6
ISBN (Print)9781931024389
DOIs
StatePublished - 2022
EventPhysics Education Research Conference, PERC 2022 - Grand Rapids, United States
Duration: Jul 13 2022Jul 14 2022

Publication series

NamePhysics Education Research Conference Proceedings
ISSN (Print)1539-9028
ISSN (Electronic)2377-2379

Conference

ConferencePhysics Education Research Conference, PERC 2022
Country/TerritoryUnited States
CityGrand Rapids
Period7/13/227/14/22

All Science Journal Classification (ASJC) codes

  • Education
  • General Physics and Astronomy

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