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Author ORCID Identifier

https://orcid.org/0000-0002-0495-3111

Date Available

4-28-2026

Year of Publication

2026

Document Type

Doctoral Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

Education

Department/School/Program

Educational, School, and Counseling Psychology

Faculty

Xin Ma

Faculty

Sharon Rostosky

Abstract

A multivariate multilevel model was developed and applied to secondary data from a large-scale science assessment of Grade 8 students in China to examine the consistency between multiple-choice and open-ended formats of assessment in predicting science achievement at the student and school levels. The sample included 44,534 students from 159 schools across two regions. Multivariate multilevel results indicated a moderately positive consistency between the two formats at the student level and a strongly positive consistency at the school level; these consistencies were stable across regions and did not depend on student and school characteristics. The findings have important practical implications for the measurement and evaluation of science achievement.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2026.139

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