Reducing the need for guesswork in multiple-choice tests

Bush, Martin

doi:10.1080/02602938.2014.902192

Cited by 24 publications

(24 citation statements)

References 22 publications

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“…Overall, these results suggested that comprehension items were not consistent with each other and thus were not measuring comprehension as a unidimensional construct for the current study. The low reliability may partially be an artifact of general low performance on the test (as discussed below) because guessing is known to negatively impact reliability (Bush, ).…”

Section: Methodsmentioning

confidence: 99%

Multisite Replication in Second Language Acquisition Research: Attention to Form During Listening and Reading Comprehension

et al. 2018

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We conducted a multisite replication study with aspects of preregistration in order to explore the feasibility of such an approach in second language (L2) research. To this end, we addressed open questions in a line of research that has examined whether having learners attend to form while reading or listening to a L2 passage interferes with comprehension. Our results are consistent with findings from the specific paradigm that we replicated in that no effects on comprehension were detected in analyses conducted over all sites. However, further investigation is warranted due to site‐specific effects and methodological limitations. We found all aspects of the multisite registered replication approach to be useful although the registration component itself appeared to be an especially feasible and valuable first step toward increasing the robustness and generalizability of findings in our field. Open Practices This article has been awarded Open Data, Open Materials, and Preregistered Research Design badges. The following information is publicly accessible via the Open Science Framework: registered materials and protocol (https://osf.io/tvuer), registered data entry template (https://osf.io/d5s2t), open data (https://osf.io/vwytd), and open analysis (https://osf.io/nz3su). Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.

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Section: Methodsmentioning

confidence: 99%

Multisite Replication in Second Language Acquisition Research: Attention to Form During Listening and Reading Comprehension

et al. 2018

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“…However, the indices elicited for the same tests at the two other time points give a good indication of the reliability of each measure. The indices yielded for the sentence–picture matching test indicated that the items were not consistent with each other, possibly due to the small number of items or a high incidence of guessing in participants’ responses (Bush, ). An additional reason may be because the items elicited different verb inflections, some of which may have been more difficult than others.…”

Section: Methodsmentioning

confidence: 99%

Investigating Distribution of Practice Effects for the Learning of Foreign Language Verb Morphology in the Young Learner Classroom

Kasprowicz

Marsden

Sephton

2019

The Modern Language Journal

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Within limited‐input language classrooms, understanding the effect of distribution of practice (spacing between practice) on learning is critical, yet evidence is conflicting and of limited relevance for young learners. For second language (L2) grammar learning, some studies reveal advantages for spacing of 7 days or more, but others for shorter spacing. Further, little is known about the role of cognitive individual differences (e.g., language analytic ability; LAA) in mediating practice distribution effects for L2 grammatical knowledge development and retention. To address this gap, this classroom‐based study investigated whether distribution of practice and LAA moderated the effectiveness of explicit, input‐based grammar instruction for young first language (L1) English learners of French (aged 8 to 11). The study revealed minimal differences between longer (7‐day) versus shorter (3.5‐day) spacing of practice for learning a French verb inflection subsystem, at either posttest or delayed posttest. Minimal group‐level gains and substantial within‐group variation in performance at posttests were observed. Accuracy of practice during training and LAA were significantly associated with posttest performance under both practice schedules. These findings indicated that within an ecologically valid classroom context, differences in distribution of practice had limited impact on learner performance on our tests; rather, individual learner differences were more critical in moderating learning. This highlights the importance of considering individual learner differences in the development of resources and the potential of digital tools for dynamically adapting instruction to suit individuals.

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“…Little, E. Bjork, R. Bjork and Angello (2012) note that multiple-choice tests can be useful learning tools that foster productive retrieval learning. Mathematical analysis of multiple choice tests shows that the fairest method for grading is to give credit for the number of correct answers with no penalty for a wrong or missing answer (Scharf & Baldwin, 2007); this approach, however, does not reduce credit given for blindly guessing an answer (Bush, 2015). In most cases, multiple choice questions pose two critical problems: one, students must choose from a fixed set of answers without displaying their learning process; and, two, common to all testing methods, there is a delay in learning whether the answer is correct or not.…”

Section: Discussionmentioning

confidence: 99%

“…5, No. 5;2015 testing are being challenged with new approaches aimed at increasing students' understanding of course material. Methods that permit immediate feedback to students during lectures and tests have been shown to increase more effective long-term understanding (Roediger & Butler, 2011).…”

Section: Discussionmentioning

confidence: 99%

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Multiple-Choice Testing Using Immediate Feedback—Assessment Technique (IF AT®) Forms: Second-Chance Guessing vs. Second-Chance Learning?

Merrel¹,

Cirillo²,

Schwartz³

et al. 2015

HES

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Multiple choice testing is a common but often ineffective method for evaluating learning. A newer approach, however, using Immediate Feedback Assessment Technique (IF AT ® , Epstein Educational Enterprise, Inc.) forms, offers several advantages. In particular, a student learns immediately if his or her answer is correct and, in the case of an incorrect answer, has an opportunity to provide a second response and receive partial credit for a correct second attempt. For a multiple choice question with five possible answers, the IF AT ® form covers spaces labeled A through E with a thin opaque film; when the film is scratched away, a star indicates the correct answer. This study was conducted in order to assess learning after an initial incorrect answer. Based on random chance, students should have mathematically a 25% chance of guessing a correct second answer (i.e. 1 of 4 remaining answers on the IF AT ® form). Analysis of second responses for 8775 questions on IF AT ® forms in 22 classes over 3 years showed that the percent of correct second answers was 44.9%, significantly higher than one might expect from random guessing. This indicates that students learned from an incorrect answer and, possibly by re-reading the problem, were able to demonstrate some level of mastery of the material. This data leads us to conclude that IF AT ® forms are useful assessment tools.

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Reducing the need for guesswork in multiple-choice tests

Cited by 24 publications

References 22 publications

Multisite Replication in Second Language Acquisition Research: Attention to Form During Listening and Reading Comprehension

Multisite Replication in Second Language Acquisition Research: Attention to Form During Listening and Reading Comprehension

Investigating Distribution of Practice Effects for the Learning of Foreign Language Verb Morphology in the Young Learner Classroom

Multiple-Choice Testing Using Immediate Feedback—Assessment Technique (IF AT®) Forms: Second-Chance Guessing vs. Second-Chance Learning?

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