The validity of multiple choice practical examinations as an alternative to traditional free response examination formats in gross anatomy

2012 ◽  
Vol 6 (3) ◽  
pp. 149-156 ◽  
Author(s):  
Hassan Sami Shaibah ◽  
Cees P. M. van der Vleuten
Keyword(s):  
Multiple Choice ◽  
Gross Anatomy ◽  
Free Response

scholarly journals FREE-RESPONSE AND MULTIPLE-CHOICE ITEMS: MEASURES OF THE SAME ABILITY?

1990 ◽  
Vol 1990 (1) ◽  
pp. i-29 ◽  
Author(s):  
Randy Elliot Bennett ◽  
Donald A. Rock ◽  
Minhwei Wang
Keyword(s):  
Multiple Choice ◽  
Free Response ◽  
Multiple Choice Items

scholarly journals Can multiple-choice questions simulate free-response questions?

2012 ◽  
Author(s):  
Shih-Yin Lin ◽  
Chandralekha Singh ◽  
N. Sanjay Rebello ◽  
Paula V. Engelhardt ◽  
Chandralekha Singh
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Free Response

Children's Interpretations of Dance Expressions

1993 ◽  
Vol 11 (2) ◽  
pp. 117-133 ◽  
Author(s):  
Jacques Van Meel ◽  
Henriette Verburgh ◽  
Marco De Meijer
Keyword(s):  
Age Groups ◽  
Multiple Choice ◽  
The Other ◽  
Choice Response ◽  
Response Format ◽  
Conceptual Level ◽  
Free Response ◽  
Age Trends ◽  
Professional Dance ◽  
Action Tendencies

Nine emotional themes were presented in dance expressions by a group of three professional dance students. In a first experiment these dance expressions were presented to children in the age groups of five-, eight-, ten-, and twelve-year-olds. Children's free response interpretations were analyzed for adequacy, conceptual level, and complexity of response. Clear age trends emerged, especially differentiating the five-year-olds from the other groups. In a second experiment a multiple choice response format was used. The same age trends were found. In a third experiment children with and without dance experience were compared. Experienced children used more emotional labels in interpreting the dance items. In the discussion it is suggested that, in the medium of dance, emotional interpretations gradually emerge from a preceding stage in which movements are imbued with action tendencies.

Equivalence of Free-Response and Multiple-Choice Items

1991 ◽  
Vol 28 (1) ◽  
pp. 77-92 ◽  
Author(s):  
Randy Elliot Bennett ◽  
Donald A. Rock ◽  
Minhwei Wang
Keyword(s):  
Multiple Choice ◽  
Free Response ◽  
Multiple Choice Items

Cognitive Models Underlying Students' Formulation of Simple Linear Equations

1993 ◽  
Vol 24 (3) ◽  
pp. 217-232 ◽  
Author(s):  
Mollie MacGregor ◽  
Kaye Stacey
Keyword(s):  
Natural Language ◽  
Linear Equations ◽  
Cognitive Model ◽  
Multiple Choice ◽  
Response Format ◽  
Algebraic Equations ◽  
Free Response ◽  
Multiple Choice Item ◽  
Reversal Error ◽  
Natural Language Statement

Data are presented to show that errors in formulating algebraic equations are not primarily due to syntactic translation, as has been assumed in the literature. Furthermore, it is shown that the reversal error is common even when none of the previously published causes of the error is applicable. A new explanation is required and is proposed in this paper. An examination of students' errors leads us to suggest that students generally construct from the natural language statement a cognitive model of compared unequal quantities. They formulate equations by trying to represent the model directly or by drawing information from it. This hypothesis is supported by research on the comprehension of relationships by linguists, pyscholinguists and psychologists. Data were collected from 281 students in grade 9 in free response format and from 1048 students in grades 8, 9, and 10 who completed a multiple-choice item.

Sign in / Sign up

Export Citation Format

Share Document