Multiple-Choice and Short-Answer Exam Performance in a College Classroom

Funk, Steven C.; Dickson, K. Laurie

doi:10.1177/0098628311421329

Cited by 28 publications

(25 citation statements)

References 16 publications

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“…Para peserta didik dilaporkan kepercayaan dirinya meningkat setelah pengerjaan multiple-choice questions (Douglas, Wilson, & Ennis, 2012). Menjadi hal yang penting kenapa mereka lebih menyukai soal pilihan ganda dibandingkan soal isian singkat yang menjadi misinformasi instruktur/pengajar terhadap pemahaman siswa (Funk & Dickson, 2011), hal ini dapat dipengaruhi beberapa hal diantaranya objektifitas guru maupun kualitas/kejelasan penulisan siswa. Öztürk (2007) menyatakan bahwa soal pilihan ganda lebih disukai oleh para guru dikarenakan mudah untuk disiapkan dan disajikan.…”

Section: Pendahuluanunclassified

Pembelajaran Biologi Melalui Latihan Soal Pilihan Ganda untuk Siswa SMA

Yustika

2018

pengabdian

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Multiple choice question learning and understanding can help learning process in the classroom. To maximize its use as learning tool, the students can have finish the task in 2 ways: first they will finish the Multiple-Choice Question (MCQ) task during the class hours and submit it when the class over. Or it can be homework to the students and hand it over at the next meeting session. The research showed that the instructor/teacher prefer on use multiple choice not only due to administration, time saving and simplicity but also objective and consistent. Furthermore, the student based on research result more like Multiple choice question assignments because they can eliminate wrong answers and these questions form more objective than anothers. Beside that with this method the student can participate actively in learning process.

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Section: Pendahuluanunclassified

Pembelajaran Biologi Melalui Latihan Soal Pilihan Ganda untuk Siswa SMA

Yustika

2018

pengabdian

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“…Close-and open-ended questions were included to increase reliability and scoring consistency while producing individualised responses that allowed participants to elaborate 18,21,22 . Response bias was minimised by including positively and negatively worded statements that encouraged active engagement for accurate comprehension 20 .…”

Section: Development Of the Questionnairementioning

confidence: 99%

“…Nelson's 4,5 constructs were used to guide the content, and the questionnaire adhered to sound design principles in length 16 and varying response formats 17 . Formats included multiple choice questions (MCQs), which produce efficient, reliable results, and allow comparison of performance levels 18,19 , dichotomous response options, and 5-point Likert Scales which are commonly used to assess attitudes 20 .Close-and open-ended questions were included to increase reliability and scoring consistency while producing individualised responses that allowed participants to elaborate 18,21,22 . Response bias was minimised by including positively and negatively worded statements that encouraged active engagement for accurate comprehension 20 .…”

mentioning

confidence: 99%

The impact of two modules on first year occupational therapy students' knowledge and attitudes to the core constructs of occupation

Green

Hudson

Wicht

et al. 2015

S. Afr. j. occup. ther

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Introduction: The first year occupational therapy course at the University of Cape Town focusses on developing an understanding of occupation. Two first semester modules form the foundation for this understanding. This study aimed to describe the impact of these modules on first year students' knowledge of, and attitudes towards, the core constructs of occupation. Methodology: A pre-experimental one-group pre-test post-test design was used with a convenience sample recruited from the 2013 first year occupational therapy class. A self-administered questionnaire was developed for the study based on an extensive literature review and consultation with international occupational therapy experts. Data were gathered before and after participating in the modules. Content and construct validity, test-retest and inter-rater reliability were determined using the expert panel and a pilot test. Data were analysed with STATISTICA. Results: Forty-five (N=60) participants completed pre-test and post-test questionnaires and were included in the analysis. Knowledge improved significantly (p<0.001) between pre-test and post-test, and positive attitudinal changes were noted.Conclusion: Knowledge and attitudes improved after completing the modules suggesting that students were equipped with a sound foundational understanding of the core constructs of occupation. With the shift to an occupation-based approach, occupational therapy researchers have sought to understand the complexity of occupation and articulate its constructs clearly 1,9 . While different theorists understand the term 'occupation' from varying angles, all highlight similar aspects within their definitions, namely who is involved, where it takes place, what is done and how it is experienced. These aspects align with Nelson's 4,5 constructs of occupation which he terms 'developmental structure', 'occupational form', 'occupational performance' and 'meaning'. However, ambiguity continues to surround the term 'occupation' 10 which creates uncertainty about professional identity and blurs the boundaries between occupational therapy and other professions 11,12 . As students are particularly susceptible to this confusion, occupation-based practice should be emphasised in educational curricula to ensure the development of a strong professional identity and a sound understanding of the importance of occupation 12 . To this end, learning tasks to assist the exploration of occupation and its multiple constructs are introduced from first year to ensure that students develop the necessary knowledge, skills and attitudes required for practice. To this end, first year occupational therapy students at UCT are exposed to a variety of definitions and theories of occupation within the Basic Concepts of Human Occupation and Artforms modules, with an emphasis on Nelson's work. However, as Nelson argued that his conceptualisation of occupation aligns with that of other theorists 5 , it is possible that these modules may equip students with a broad understanding of occupation that...

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“…Providing incentives must be equal and just for all participants. For example, Funk and Dickson (2011) provided extra credit for correct answers to additional questions of various formats on exams. The authors state that the Institutional Review Board of their institution approved giving extra credit because the incentive was 'voluntary and non-punitive' (Funk & Dickson, 2011, p. 274).…”

Section: High Standard Of Ethicsmentioning

confidence: 99%

Benchmarks for scholarly investigations of teaching and learning

Wilson-Doenges

Gurung

2013

Australian Journal of Psychology

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The scholarship of teaching and learning (SoTL) is a growing and vibrant field, and with that growth has come some serious reflection on the models we use to conduct SoTL and the robustness of these models. Unfortunately, there is no clear-cut set of benchmarks for robust research. In this article, we identify a continuum of SoTL and demarcate aspirational benchmarks. Whereas qualitative and quantitative data and methods all have a place in SoTL, psychological science provides gold standards of design and analysis. We advocate for similar SoTL standards that are theory based and intentionally designed using the best models for methodological and statistical rigor.

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Multiple-Choice and Short-Answer Exam Performance in a College Classroom

Cited by 28 publications

References 16 publications

Pembelajaran Biologi Melalui Latihan Soal Pilihan Ganda untuk Siswa SMA

Pembelajaran Biologi Melalui Latihan Soal Pilihan Ganda untuk Siswa SMA

The impact of two modules on first year occupational therapy students' knowledge and attitudes to the core constructs of occupation

Benchmarks for scholarly investigations of teaching and learning

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