Comparing comprehension measured by multiple-choice and open-ended questions.

Abstract

This study compared the nature of text comprehension as measured by multiple-choice format and open-ended format questions. Participants read a short text while explaining preselected sentences. After reading the text, participants answered open-ended and multiple-choice versions of the same questions based on their memory of the text content. The results indicated that performance on open-ended questions was correlated with the quality of self-explanations, but performance on multiple-choice questions was correlated with the level of prior knowledge related to the text. These results suggest that open-ended and multiple-choice format questions measure different aspects of comprehension processes. The results are discussed in terms of dual process theories of text comprehension.

Research Review: Is anxiety associated with negative interpretations of ambiguity in children and adolescents? A systematic review and meta‐analysis

“…Both ambiguous scenario tasks and lexical tasks designed to measure interpretation bias may use open or forced choice response formats, or create a composite of the two. These response formats require active and passive information generation, respectively, which may influence responses and subsequent conclusions regarding bias (Ozuru, Best, Bell, Witherspoon, & McNamara, ; Ozuru, Briner, Kurby, & McNamara, ).…”

A proposal to develop a guided-inquiry mobile learning with a mastery learning mechanism for improving students' learning performance and attitudes in Physics

“…A mastery mechanism is still limited to fixed-response questions, which could not exactly understand how students thought. This could be addressed by providing open-ended prompts instead by employing text recognition capability (Ozuru et al, 2013). Finally, it is also interesting to study the effects of this proposed approach on different topics since their natures are varied, while the generalisation of this study would be limited.…”

Küreselleşen dünyada eğitim

“…Ayrıca bu araştırmada anlamanın çoktan seçmeli sorularla ölçülmesi ön bilgileri daha da önemli hale getirmiştir. Çünkü çoktan seçmeli anlama testleri ile daha çok ön bilgiler üzerine yoğunlaşılmaktadır (Ozuru, Briner, Kurby ve McNamara, 2013). Bu çalışmada öğrencilerin sosyal bilimler alanına ait metinleri, fen bilimleri alanına ait metinlere göre daha iyi anladıkları ortaya konmuştur.…”