The Relationship between Multiple Choice and Essay Response Questions in Assessing Economics Understanding

Becker, William E.; Johnston, Carol

doi:10.1111/j.1475-4932.1999.tb02571.x

Cited by 78 publications

(71 citation statements)

References 18 publications

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“…Whilst they are viewed as a less subjective form of assessment (Becker and Johnston 1999), they have been criticised for having a number of pedagogic shortcomings (Douglas et al 2012). Most notably they are often accused of only dealing with surface rather than deep learning (Gibbs 1992).…”

Section: The Value Of Multiple-choice Testing For Formative Assessmentmentioning

confidence: 99%

Virtual Learning Environments: Linking participation to evaluation

Moffat

Robinson

2015

International Review of Economics Education

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Section: The Value Of Multiple-choice Testing For Formative Assessmentmentioning

confidence: 99%

Virtual Learning Environments: Linking participation to evaluation

Moffat

Robinson

2015

International Review of Economics Education

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“…MCQs can also be used in a large class size [11], feedback is easier and timely, sometimes immediately especially since it can be administered and marked using computers [12] and generally grading is considered objective [10]. Another advantage of MCQs is that item analysis can be conducted to assess which questions discriminate between good students and slow learners as well as difficulty index of each question (see the attached extract on item analysis on MCQs).…”

Section: Introductionmentioning

confidence: 99%

“…Multiple choice questions (MCQs) have a number of advantages, some of the reported advantages may include, enabling examiners to ask a large number of questions on a wider range of course covered [10]. Multiple choice test items can be written to assess various levels of learning outcomes, from basic recall to application, analysis, and evaluation.…”

Section: Introductionmentioning

confidence: 99%

Differences in Multiple Choice and Short Answer Questions Performance Among Medical and Dental Trainees as Reflected in Their Anatomy Course

Adamu¹,

Yusuf²,

Taura³

2018

J Contemp Med Edu

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Aim and Objective:The aim of this study was to compare Medical and Dental students' performance in multiple-choice questions (MCQs) and short answer questions (SAQs) in the pre-clinical Anatomy examinations. The study also seeks to determine the interaction between the students' examination final grade in Anatomy course with the exam formats (MCQs vs. SAQs) and level of study. Materials and Methods:The study is retrospective type in which the data were collected from examination records in the Department of Anatomy, Faculty of Basic Medical Sciences, College of Health Science, Bayero University Kano. A total of 551 students' records were used, this population comprised of second and third year Medical and Dental students for two academic sessions. Results: The mood's median test showed differences in the median scores across different level of the study, program and academic session. It was observed that more students had scores greater than the median in the SAQs scores. In MCQs scores despite higher number of students with scores greater than median, more students had scores greater than median in SAQs components of the examination Final examination scores correlate higher with essay scores compared to its relationship with MCQs score in year 2. A statistically significant interaction among examination format and year of the study and grades was also observed. Conclusion: In conclusion, medical and dental students performance in MCQs and short answer essay questions depends on the student's year of the study. It was suggested that the examination format and students' year of study may influence the final examination grade in Anatomy course. ARTICLE HISTORY

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“…Some of the advantages of MC items are that they are machine gradable, therefore they increase scoring accuracy (Holder & Mills, 2001), and they are particularly useful in large-scale evaluation projects (Dufresne, Leonard & Gerace, 2002). They facilitate timely feedback for test takers in class (Delgado & Prieto, 2003); and they enable teachers to ask a large number of questions on a wide range of subjects (Becker & Johnston, 1999), therefore a wider range of abilities can be measured. Student difficulties can be diagnosed by analyzing incorrect responses, and it is possible to vary the questions' difficulty level (Simkin & Kuechler, 2005).…”

Section: Multiple-choice Testsmentioning

confidence: 99%

“…They facilitate timely feedback for test takers in classes (Delgado & Prieto, 2003); and they enable instructors to ask a large number of questions on a wider range of subject materials (Becker & Johnston, 1999), therefore a wider variety of abilities can be measured. Other advantages are: -Student difficulties can be diagnosed by analyzing incorrect responses.…”

Section: Advantages and Disadvantages Of MC And Cr Testsmentioning

confidence: 99%

Finding Relationships Between Multiple-Choice Math Tests and Their Stem-Equivalent Constructed Responses

Chaoui¹

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The study takes a close look at relationships between scores on a Mathematics standardized test in two different testing formats -Multiple-Choice (MC) and Constructed Response (CR). Many studies have been dedicated to finding correlations between item format characteristics with regards to race and gender. Few studies, however, have attempted to explore differences in the performance of English Learners in a low performing, predominantly Latino high school. The study also determined relationships between math scores and gender and math scores and language proficiency, as well as relationships between CAHSEE and CST scores.Statistical analyses were performed using correlations, descriptive statistics, and t-tests.Empirical data were also disaggregated and analyzed by gender, and language proficiency. Results revealed significant positive correlations between MC and CR formats. T-tests displayed statistically significant differences between the means of the formats, with boys and English Only students having better scores than their counterparts. Frequency tables examining proficiency levels of students by gender and language proficiency revealed differences between MC and CR tests, with boys and English Only students earning better levels of proficiency.Significant positive correlations were shown between CST scores and multiple-choice items, but none were found for CST scores and constructed response items. DEDICATIONTo my husband Nabil, whose patience and many sacrifices are what allowed me to complete this work uninterrupted.To my wonderful children, who thrived and finished their schooling while their mother was busy attending classes and focusing on her study.To my students, who are my biggest fans, and who accompanied me on this journey. May this work inspire you to always believe in yourselves and reach for the stars.And finally, to my parents, who instilled in me the love of learning, and taught me to appreciate culture and diversity.vi ACKNOWLEDGEMENTS

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The Relationship between Multiple Choice and Essay Response Questions in Assessing Economics Understanding

Cited by 78 publications

References 18 publications

Virtual Learning Environments: Linking participation to evaluation

Virtual Learning Environments: Linking participation to evaluation

Differences in Multiple Choice and Short Answer Questions Performance Among Medical and Dental Trainees as Reflected in Their Anatomy Course

Finding Relationships Between Multiple-Choice Math Tests and Their Stem-Equivalent Constructed Responses

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