Undergraduate Students’ Preferences for Constructed Versus Multiple-Choice Assessment of Learning

Mingo, Maya A.; Chang, Hsin-Hui; Williams, Robert L.

doi:10.1007/s10755-017-9414-y

Cited by 12 publications

(9 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Besides it can be scored quickly, it is also cheap, flexible, and free from ambiguity; and the difficulty level can be controlled (Warren, 1979). Recently, the use of multiple-choice questions in tests has become increasingly popular due to technological inventions that aid in analyzing students' response patterns and detecting students' alternative conception (Douglas et al, 2012;Mingo et al, 2018).…”

Section: Research Problemmentioning

confidence: 99%

Comprehensive Analysis of the Fort Instrument: Using Distractor Analysis to Explore Students’ Scientific Reasoning Based on Academic Level and Gender Difference

Sya’bandari

Rusmana

et al. 2021

JBSE

View full text Add to dashboard Cite

Scientific reasoning ability is essential to get developed in the current digital age, particularly in the process of judgement and decision-making in complex problems. Few studies have conducted an in-depth exploration of scientific reasoning ability, especially in relation to the confidence level and gender. The scientific reasoning ability of Indonesian upper-secondary school and university students were examined and compared with previous recorded data of US students. In this study, the data were collected from 372 university and 528 upper-secondary education students in Indonesia. Students’ scientific reasoning ability was measured using a scientific formal reasoning test (FORT). In addition, confidence level and metacognitive data was collected through self-reported measures. Two-way ANOVA was performed to compare mean differences between groups based on academic level and gender and to observe interaction between the variables. Students’ confidence level in selecting the correct answer and distractor answer was analyzed using an independent t-test. The results reveal that many Indonesian students selected specific distractors with relatively high confidence. Moreover, upper-secondary school students and female students selected more distractors than the groups’ counterparts. Finally, the factors related to Indonesian students’ responses to the scientific formal reasoning were discussed. Keywords: confidence level, distractor analysis, gender differences, scientific (formal) reasoning test, scientific reasoning ability, Indonesian student

show abstract

Section: Research Problemmentioning

confidence: 99%

Comprehensive Analysis of the Fort Instrument: Using Distractor Analysis to Explore Students’ Scientific Reasoning Based on Academic Level and Gender Difference

Sya’bandari

Rusmana

et al. 2021

JBSE

View full text Add to dashboard Cite

show abstract

“…Economy and efficiency for administrators of tests emerged as advantages of the MC format (McCoubrie, 2004), with test takers indicating preferences for the MC format as this was rated as easier. Nevertheless, there are also test administrators and subjects who prefer the FR format (McCoubrie, 2004;Powell, 2012;Mingo et al, 2018). They argue that higher level cognitive processes are required in order to answer FR questions compared to MC tests, where retrieving learned facts and other sources besides learning success or high cognitive performance can contribute to a high score, as, for example, test wiseness (Rowley, 1974;Birenbaum and Tatsuoka, 1987;Martinez, 1999;McCoubrie, 2004;Heyborne et al, 2011;Powell, 2012).…”

Section: Introductionmentioning

confidence: 99%

Effects of Response Format on Psychometric Properties and Fairness of a Matrices Test: Multiple Choice vs. Free Response

2020

View full text Add to dashboard Cite

Reasoning is regarded to be an essential facet of fundamental cognitive abilities. As examinee characteristics may affect performance in Reasoning tests, concern about maintaining fairness is expressed. The purpose of the current study was to examine effects of response format on psychometric properties and fairness of a matrices test according to examinee's sex, risk propensity, and test anxiety. A total of 433 German-speaking pupils (aged 14-20) were randomly assigned to either a multiple choice or a free response version of the same 25-item test. Data analysis yielded Rasch-homogeneous 23-item versions, with higher reliability, but lower criterion validity for the free response test. No interactions between response format and sex, test anxiety, or risk propensity were revealed, but a significant main effect of sex: men out-performed women in reasoning irrespective of response format. Results are discussed with reference to attributes of the test situation and sample characteristics.

show abstract

“…They remain, however, arguably the most popular type of assessment in education and have been reported as an activity that promotes learning and can be used in formative assessment allowing immediate feedback (Butler, 2018). Further, Butler (2018) stipulates multiple-choice questions that demand high levels of student critical thinking as vital, and research has shown that multiple-choice questions as an assessment assist in providing higher mastery and retention of course content (Mingo et al, 2018).…”

Section: Figurementioning

confidence: 99%

Using Online Tools to Develop Higher Order Learning Among Tertiary Students

Page¹

2022

OLJ

View full text Add to dashboard Cite

It is widely recognised that the development of higher order thinking skills is a fundamental goal of higher education. There are a variety of online tools that assist the development of student higher order thinking. In this paper, a process of scaffolding for the writing of higher-order questions enabled through peer learning activities is explored. Data collected over two years across five cohorts shows that there was an overall statistically significant improvement in the number of higher-order questions produced by students at the end of each unit. The findings reveal a viable peer teaching tool that can easily be embedded into existing programmes to develop the necessary critical thinking skills for higher education students.

show abstract

Undergraduate Students’ Preferences for Constructed Versus Multiple-Choice Assessment of Learning

Cited by 12 publications

References 15 publications

Comprehensive Analysis of the Fort Instrument: Using Distractor Analysis to Explore Students’ Scientific Reasoning Based on Academic Level and Gender Difference

Comprehensive Analysis of the Fort Instrument: Using Distractor Analysis to Explore Students’ Scientific Reasoning Based on Academic Level and Gender Difference

Effects of Response Format on Psychometric Properties and Fairness of a Matrices Test: Multiple Choice vs. Free Response

Using Online Tools to Develop Higher Order Learning Among Tertiary Students

Contact Info

Product

Resources

About