Distractor functioning in modified items for test accessibility

Journal article

Rodriguez, Michael, Kettler, Ryan and Elliott, Stephen. (2014). Distractor functioning in modified items for test accessibility. SAGE Open. 4(4), pp. 1 - 10. https://doi.org/10.1177/2158244014553586
AuthorsRodriguez, Michael, Kettler, Ryan and Elliott, Stephen
Abstract

Effective distractors in multiple-choice items should attract lower ability students, those with misconceptions or limited knowledge and skills, because they are based on common misconceptions or errors in logic. A large, multi-state data set collected for a quasi-experimental study on test modifications was analyzed to measure the impact on distractor functioning. The key modification of interest was the removal of the weakest of three distractors, from 39 items in reading and 39 items in mathematics. Distractor functioning was neither systematically improved nor systematically weakened through the modification process. However, more than 70% of the distractors became more discriminating. A moderate correlation between distractor selection rate and distractor discrimination, in mathematics, may have indicated that the modified items were being missed by the appropriate students. Implications of these findings for test developers are discussed.

Keywordsspecial education; education; social sciences; educational measurement and assessment; achievement; reliability and validity
Year2014
JournalSAGE Open
Journal citation4 (4), pp. 1 - 10
PublisherSage
ISSN2158-2440
Digital Object Identifier (DOI)https://doi.org/10.1177/2158244014553586
Scopus EID2-s2.0-84927611707
Open accessOpen access
Page range1 - 10
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
License
Place of publicationUnited States of America
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