Testing Students' Ability to Do Geometric Proofs: A Comparison of Three Objective Item Types

In final geometry examinations and in standardized achievement tests, scoring convenience often precludes the use of formal student-produced proofs. This study sought objective item types that would as nearly as possible measure the same abilities as those measured by student-produced formal proofs. A test of conventional proofs was used to compare the concurrent validity of 3 objective item types. Significant differences among the experimental item types were found.