The authors wish to thank all of the test developers and researchers who contributed their ideas, especially Clark Chalifour, Walter Emmerich, Mary Enright, Donald Powers, and Carol Tucker. Thanks to the GRE Research Committee for their interest in this project and their financial support. Randy Bennett, Walter Emmerich, and Marcia Linn provided a number of useful comments on an earlier draft of this article.
Relationships Among Multiple–Choice and Open–Ended Analytical Questions
Article first published online: 12 SEP 2005
Journal of Educational Measurement
Volume 30, Issue 4, pages 313–329, December 1993
How to Cite
Bridgeman, B. and Rock, D. A. (1993), Relationships Among Multiple–Choice and Open–Ended Analytical Questions. Journal of Educational Measurement, 30: 313–329. doi: 10.1111/j.1745-3984.1993.tb00429.x
- Issue published online: 12 SEP 2005
- Article first published online: 12 SEP 2005
Exploratory and confirmatory factor analyses were used to explore relationships among existing item types and three new computer–administered item types for the analytical scale of the Graduate Record Examination General Test. One new item type was an open–ended version of the current multiple–choice analytical reasoning item type. The other new item types had no counterparts on the existing test. The computer tests were administered at four sites to a sample of students who had previously taken the GRE General Test. Scores from the regular GRE and the special computer administration were matched for a sample of 349 students. Factor analyses suggested that the new item types with no counterparts in the existing GRE were reliably assessing unique constructs but the open–ended analytical reasoning items were not measuring anything beyond what is measured by the current multiple–choice version of these items.