The Use of Open-ended Questions in Large-Scale Tests for Selection: Generalizability and Dependability

Atilgan, Hakan; Demir, Elif Kübra; Öğretmen, Tuncay; Başokçu, Tahsin Oğuz

doi:10.29329/ijpe.2020.277.13

Cited by 5 publications

(1 citation statement)

References 8 publications

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“…This can hinder the measurement of higher critical and analytical reasoning skills in learners. The dichotomous scoring model is also less able to distinguish mistakes made by students and does not appreciate the process of solving questions due to different error rates but is given the same score of 0 (Atılgan et al, 2020;Saepuzaman et al, 2021). Based on these shortcomings, the solution offered is through the development of diagnostic assessment instruments using a polytomous scoring system that can provide solutions to the limitations of dichotomous scoring.…”

Section: Introductionmentioning

confidence: 99%

Construction of Critical Reasoning Skills Assessment Instruments as Diagnostic Assessments in Physics Learning with Polytomus Scoring

Ekawati,

Sabrilla Almas Azzahra,

Hanun Fithriyah

2024

JERE

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The availability of tests specifically designed to measure initial critical reasoning skills in Physics still needs to be improved in terms of availability and innovation. This shows a need for more innovative and effective instruments to measure students' critical reasoning skills in Physics. This research aims to produce a vital reasoning ability assessment instrument with polytomous scoring in Phase E Physics learning in Alternative Energy material as a diagnostic assessment. This type of research is mixed research. The data collection method used was a questionnaire using an instrument as a questionnaire sheet. The data sources were nine experts and 62 students from 3 schools. The results showed that the 12 items of the diagnostic assessment instrument of students' initial critical reasoning ability with the Quest program were in a suitable category. The conclusion of this study provides information on the construction of critical reasoning ability assessment instruments worth using to diagnose students' critical reasoning abilities. This diagnostic assessment instrument can be implemented in physics learning, especially during assessment activities, to measure students' essential reasoning skills at the beginning of learning so that teachers can decide on learning designs by student profiles. This study has several implications, one of which is that using assessment instruments with a polynomial assessment allows for a more in-depth and detailed evaluation of student understanding.

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Section: Introductionmentioning

confidence: 99%

Construction of Critical Reasoning Skills Assessment Instruments as Diagnostic Assessments in Physics Learning with Polytomus Scoring

Ekawati,

Sabrilla Almas Azzahra,

Hanun Fithriyah

2024

JERE

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show abstract

Effects of using audience response systems (Kahoot and Google Forms and Sheets) on learning of medical students in a large class: A questionnaire-based retrospective study

Keadkraichaiwat,

Sitticharoon,

Lertsiripatarajit

et al. 2024

Educ Inf Technol

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The effectiveness of implementing various audience response system (ARS) formats in large classes to engage students, positively influence academic outcomes, and align with their preferences for different types of activities lacked sufficient information. This study aimed to (1) evaluate students’ perspectives on different ARS formats, including Kahoot for individual (Kahoot-I) and team (Kahoot-T) play, and Google Forms and Google Sheets for multiple-choice questions (Google-MCQ) and for open-ended questions (Google-OEQ) on different aspects with/without subgroup analysis of students into quartiles (Q1-lowest-Q4-highest) of summative scores, and (2) determine correlations between students’ perspectives and academic outcomes. At the course’s final class, a QR code for a 5-point Likert scale questionnaire was displayed for all enrolled medical students. 269/312 students (86.22%) provided written consent and completed the questionnaire constructed based on dimensions of student engagement. Across all ARS formats, students rated scores ≥ 4 for almost all aspects, with participation in class receiving the highest scores. For each aspect, Kahoot-T was rated highest in various aspects and Google-MCQ for “understanding” and Google-OEQ for “asking/answering question”. Higher academic achievers expressed more “enthusiasm” for Kahoot-I than lower achievers (P < 0.05). Formative and summative scores were positively correlated with many aspects. Students reported high engagement with all ARS formats, with higher academic achievers rating them with higher scores. Kahoot-T was the most favored for multiple aspects, Google-MCQ for “understanding” and Google-OEQ for interactive “asking/answering question”. Thus, selecting ARS in alignment with learning objective could enhance students’ engagement and learning outcomes.

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Complementary measures of conceptual understanding: a case about triangle concepts

Jin

Wong²

2021

Math Ed Res J

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The Use of Open-ended Questions in Large-Scale Tests for Selection: Generalizability and Dependability

Cited by 5 publications

References 8 publications

Construction of Critical Reasoning Skills Assessment Instruments as Diagnostic Assessments in Physics Learning with Polytomus Scoring

Construction of Critical Reasoning Skills Assessment Instruments as Diagnostic Assessments in Physics Learning with Polytomus Scoring

Effects of using audience response systems (Kahoot and Google Forms and Sheets) on learning of medical students in a large class: A questionnaire-based retrospective study

Complementary measures of conceptual understanding: a case about triangle concepts

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