JOURNAL OF ADOLESCENT RESEARCH

Giới thiệu

A current trend in educational assessment is to move away from exclusive use of multiple-choice items and to use clusters of open-ended (or free-response, constructed-response) items. The purpose of this study is to identify and explain causes of local item dependence in a large-scale performance assessment. Data for the study come from the 1991 administration of the maryland school performance assessment program. Clusters of reading and mathematics items displaying high and low local dependence were identified. Contextual characteristics (i.E., Content and response requirements) were identified to differentiate locally independent and dependent item clusters. Hypothesized explanations are made for high levels of local dependence where it exists.