Graphical Modeling: A New Response Type for Measuring the Qualitative Component of Mathematical Reasoning

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Abstract
We investigated the functioning of a new computer-delivered response type for potential use in graduate admissions assessment. This response type, which is open-ended and automatically scorable, presents problems calling for the examinee to draw a graph modeling a given situation. Problem situations can be like the single-best-answer items currently found on the Graduate Record Examinations (GRE) General Test (ETS, 1998) or they can be more loosely defined, allowing for multiple-correct responses. Two graphical modeling (GM) tests differing from one another in the manipulation of specific item features were randomly spiraled among study participants. Results showed that GM scores were very reliable and moderately related to the General Test's quantitative section, suggesting that GM might help broaden the GRE quantitative construct. In exploratory difficulty analyses, 1 of 3 manipulated item features, problem structure, had a dependable effect. No significant gender differences independent of those associated with the GRE quantitative section were detected. Finally, more participants preferred regular multiple-choice graphical reasoning questions to GM items but thought GM was the fairer indicator of their ability to undertake graduate study.