Multiple Choice and Constructed Response Tests: Do Test Format and Scoring Matter?

Kastner, Margit; Stangl, Brigitte

doi:10.1016/j.sbspro.2011.02.035

Cited by 38 publications

(42 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Means that, students used to answer the question more carefully because Multiple-Choice Question provide several similar options. This opinion is also supported by Bradbard, Parker, and Stone, Jenning and Bush as cited in Kastner and Stangl (2011) argued that ideally, there will be one question, several choices, and one correct answer in Multiple-Choice Question in which the other choices are just distraction.…”

Section: Students Answer the Question Carefullymentioning

confidence: 76%

“I Use Multiple-Choice Question in Most Assessment I Prepared”: Efl Teachers’ Voice on Summative Assessment

Rachmat¹,

Arfiandhani²

2019

ETERNAL

View full text Add to dashboard Cite

The study aimed at investigating Senior High School English teachers' views on the drawbacks and the strengths of the employement of Multicple Choice Question as a summative assessment. Rooting within qualitative research paradigm, the current study employed descriptive qualitative design. The data were collected through in-depth interview with three experienced EFL teachers of a prominent state senior high school in Banjar, West Java. The results of the interview indicated that there are three strengths in using Multiple-Choice Question (MCQ) as a summative assessment. These strengths included teachers' view that MCQ could result in quick and easy scoring, facilitate the assessment of varied language skills and encourage the students to answer the question carefully. Additionally, there were three drwabacks in using MCQ as a summative assessment such as teachers' view that MCQ could only facilitate on low order of critical thinking, have low positive washback and require a lot of time in its designing phase. Interestingly, two out of three participants thought that MCQ has been a mandatory type of summative assessment suggested by the government. However, in fact, there has been no government policy which recommend certain type of summative assessment. Therefore, looking at the strengths and drawbacks of the use of MCQ could help to be better informed before deciding to use MCQ as a summative assessment.

show abstract

Section: Students Answer the Question Carefullymentioning

confidence: 76%

“I Use Multiple-Choice Question in Most Assessment I Prepared”: Efl Teachers’ Voice on Summative Assessment

Rachmat¹,

Arfiandhani²

2019

ETERNAL

View full text Add to dashboard Cite

show abstract

“…There are well-studied advantages and disadvantages of both multiple-choice and free-response questions [10]. As the domain knowledge gets more complicated, it becomes more difficult to design multiple-choice tests that accurately reflect the student's level of understanding; on the other hand, free-response questions are not scalable because of the need for human graders.…”

Section: Related Workmentioning

confidence: 99%

Using Student Logs to Build Bayesian Models of Student Knowledge and Skills

Nguyen

Liew

2018

EasyChair Preprints

View full text Add to dashboard Cite

Recent works on Intelligent Tutoring Systems have focused on more complicated knowledge domains, which pose challenges in automated assessment of student performance. In particular, while the system can log every user action and keep track of the student's solution state, it is unable to determine the hidden intermediate steps leading to such state or what the student is trying to achieve. In this paper, we show that this information can be acquired through data mining, along with the type, frequency and context of errors that students made. Our technique has been implemented as part of the student model in a tutor that teaches red-black trees. The system was evaluated on three semesters of student data. Analysis of the results shows that the proposed framework of error analysis can help the system in predicting student performance with good accuracy and the instructor in determining difficulties that students encounter, both individually and collectively as a class.

show abstract

“…The two basic item structures used are multiple-choice items that students choose to respond to and constructed response items that students construct themselves (Crocker & Algina, 1986;Roid & Haladyna, 1982). When deciding which item to use, item type which is more suitable for the feature to be measured, is recommended (Kastner & Stangla, 2011;Popham, 2008;Rodriquez, 2002;Roid & Haladyna, 1982). Therefore, the main factor to be considered is the cognitive level of the feature to be measured.…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, open-ended items are often needed in mathematics classes. Open-ended items are used in situations where students are asked to form their own answer, such as problem solving (Kastner & Stangla, 2011;Messick, 1994;Park, 2017;Rodriquez, 2002;Roid & Haladyna, 1982). Open-ended items are beneficial if students need to plan and configure the answer to the question at hand (Haladyna, 1997).…”

Section: Introductionmentioning

confidence: 99%

Investigation of Rater Tendencies and Reliability in Different Assessment Methods with Many Facet Rasch Model

Koçak¹

2020

iejee

View full text Add to dashboard Cite

One of the most commonly used methods for measuring higher-order thinking skills such as problem-solving or written expression is open-ended items. Three main approaches are used to evaluate responses to open-ended items: general evaluation, rating scales, and rubrics. In order to measure and improve problem-solving skills of students, firstly, an error-free measurement process should be performed. Errors caused by raters such as bias, high or low tendency to score is a common problem in the evaluation of open-ended items as they adversely affect the accuracy of decisions to be made. This study utilized open-ended items to evaluate the raters' tendencies in terms of general evaluation, rating scale, and rubric conditions. The raters' behaviours in each assessment method and their opinions about the assessment methods were determined. The participants of the study consisted of 12 different mathematics teachers and the Many Facet Rasch Model was adopted for the analyses. The scoring reliability of each method was estimated. The findings of the rating scale revealed that the raters had a more homogeneous scoring tendency. In addition, while the majority of raters stated that they prefer to use a rubric, they also stated it is the most difficult method to use.

show abstract

Multiple Choice and Constructed Response Tests: Do Test Format and Scoring Matter?

Cited by 38 publications

References 35 publications

“I Use Multiple-Choice Question in Most Assessment I Prepared”: Efl Teachers’ Voice on Summative Assessment

“I Use Multiple-Choice Question in Most Assessment I Prepared”: Efl Teachers’ Voice on Summative Assessment

Using Student Logs to Build Bayesian Models of Student Knowledge and Skills

Investigation of Rater Tendencies and Reliability in Different Assessment Methods with Many Facet Rasch Model

Contact Info

Product

Resources

About