A comparison of integrated testlet and constructed-response question formats

TL;DR

This study compares integrated testlet (IT) and constructed-response (CR) questions in physics exams, finding ITs offer reliable partial credit, cost efficiency, and comparable discrimination, making them a viable alternative to CR questions.

Contribution

The paper introduces a direct comparison of IT and CR questions in physics exams, demonstrating ITs' effectiveness and reliability as a replacement for CR questions.

Findings

ITs provide valid partial credit.

CR questions discriminate slightly better.

ITs are more cost-effective and reliable.

Abstract

Constructed-response (CR) questions are a mainstay of introductory physics textbooks and exams. However, because of time, cost, and scoring reliability constraints associated with this format, CR questions are being increasingly replaced by multiple-choice (MC) questions in formal exams. The integrated testlet (IT) is a recently-developed question structure designed to provide a proxy of the pedagogical advantages of CR questions while procedurally functioning as set of MC questions. ITs utilize an answer-until-correct response format that provides immediate confirmatory or corrective feedback, and they thus allow not only for the granting of partial credit in cases of initially incorrect reasoning, but furthermore the ability to build cumulative question structures. Here, we report on a study that directly compares the functionality of ITs and CR questions in introductory physics exams. To do this, CR questions were converted to concept-equivalent ITs, and both sets of questions were deployed in midterm and final exams. We find that both question types provide adequate discrimination between stronger and weaker students, with CR questions discriminating slightly better than the ITs. Meanwhile, an analysis of inter-rater scoring of the CR questions raises serious concerns about the reliability of the granting of partial credit when this traditional assessment technique is used in a realistic (but non optimized) setting. Furthermore, we show evidence that partial credit is granted in a valid manner in the ITs. Thus, together with consideration of the vastly reduced costs of administering IT-based examinations compared to CR-based examinations, our findings indicate that ITs are viable replacements for CR questions in formal examinations where it is desirable to both assess concept integration and to reward partial knowledge, while efficiently scoring examinations.