Does difficulty-based item order matter in multiple-choice exams? (Empirical evidence from university students)

2020 ◽  
Vol 64 ◽  
pp. 100812
Author(s):  
Süleyman Nihat Şad
Keyword(s):  
University Students ◽  
Empirical Evidence ◽  
Multiple Choice ◽  
Item Order

scholarly journals How well do Canadian distance education students understand plagiarism?

2014 ◽  
Vol 15 (1) ◽  
Author(s):  
Cheryl Ann Kier
Keyword(s):  
Distance Education ◽  
University Students ◽  
Multiple Choice ◽  
Psychology Students ◽  
Education Students ◽  
Online Distance Education ◽  
The Poor ◽  
Poor Understanding ◽  
Online Distance ◽  
Education Courses

<p>This project ascertains how well students taking online, distance education courses at a Canadian university recognize plagiarised material and how well they paraphrase. It also assesses the types of errors made<em>. </em>Slightly more than half of 420 psychology students correctly selected plagiarised phrases from four multiple choice<em> </em>questions. Only a minority was able to rewrite a phrase properly in their own words. A more diverse sample of university students also had difficulty recognizing plagiarised passages from multiple choice options. The poor ability of students to identify plagiarised passages may suggest poor understanding of the concept. Students may benefit from training to improve their understanding of plagiarism.</p>

Students' Perception of Visual Testing

1977 ◽  
Vol 45 (3) ◽  
pp. 744-746
Author(s):  
Jerome Tanner ◽  
Francis M. Dwyer
Keyword(s):  
University Students ◽  
Multiple Choice ◽  
Visual Test ◽  
Criterion Measure ◽  
Personal Preference ◽  
Treatment Groups ◽  
Student Preference ◽  
Choice Criterion ◽  
Visual Testing ◽  
Paper Format

To assess students' perceptions toward visual testing 152 university students were randomly assigned to one of seven treatment groups. Each student received a 50-item multiple-choice criterion measure and a Student Preference Questionnaire within a 5-wk. period. Students preferred to be evaluated via the conventional unpaced pencil-paper format. Regardless of their personal preference for the printed over the examiner-paced slide format, students achieved as well on the visual test as on the printed one.

scholarly journals Ideal Japanese Class for Taiwanese High School Students: A Gender Comparison

2018 ◽  
Vol 8 (6) ◽  
pp. 147
Author(s):  
Abolfazl Shirban Sasi ◽  
Toshinari Haga
Keyword(s):  
High School ◽  
High School Students ◽  
University Students ◽  
Private Schools ◽  
Multiple Choice ◽  
School Students ◽  
Gender Comparison ◽  
Language Class ◽  
Communicative Activities ◽  
The Ideal

Learning Japanese has become very common amongst Taiwanese high school and university students, ranking thesecond most sought for language. A concise study of the likeable activities in a typical language class for theTaiwanese students seems to be quite useful. Therefore, the present study has concentrated on the senior high schoolstudents’ opinion about the ideal Japanese class. Subjects in this research were 478 students (181 boys, and 297 girls)in nine private schools in three counties. The instrument was a 10-item multiple-choice Chinese questionnaire basedon Littlewood (2010). The findings illustrated that females and males had similar opinions concerning thecommunicative language activities in an ideal Japanese class. They revealed much more differences related tonon-communicative activities, though. Moreover, both boys and girls displayed the highest interest in a relaxed classatmosphere, and the lowest interest in the usage of smartphones in the activities in the class.

scholarly journals Do fiscal policies influence educated young voters? Empirical evidence from Finland

2013 ◽  
Vol 6 ◽  
pp. 7-14
Author(s):  
Takis Venetoklis
Keyword(s):  
Higher Education ◽  
Fiscal Policy ◽  
University Students ◽  
Empirical Evidence ◽  
Policy Preferences ◽  
Fiscal Policies ◽  
Voting Behaviour ◽  
Young Voters ◽  
Parliamentary Elections

We examine Finnish university students’ fiscal policy preferences and how they are associated with their voting behaviour in two consecutive parliamentary elections, 2003 and 2007. Data is collected through an internet based survey. The study utilises a very large number of responses (N=33320) of students from all disciplines, in all higher education establishments of the country. Fiscal policy preferences are operationalized with questions on budgetary appropriations allocated towards several Ministries. Pair wise comparisons among loyal student voters of all parties and students that changed their vote in the latter election, indicate that several fiscal policies affect significantly the voting behaviour of the population under scrutiny.

Pseudowords and guessing in the Yes/No format vocabulary test

2019 ◽  
Vol 37 (1) ◽  
pp. 6-30 ◽  
Author(s):  
Xian Zhang ◽  
Jianda Liu ◽  
Haiyang Ai
Keyword(s):  
University Students ◽  
False Alarm ◽  
Test Scores ◽  
Multiple Choice ◽  
False Alarms ◽  
Neighborhood Size ◽  
Validity Evidence ◽  
Vocabulary Test ◽  
Real Word ◽  
Vocabulary Size

The main purpose of this study is to investigate guessing in the Yes/No (YN) format vocabulary test. One-hundred-and-five university students took a YN test, a translation task and a multiple-choice vocabulary size test (MC VST). With matched lexical properties between the real words and the pseudowords, pseudowords could index guessing in the YN test as correlations between false alarms and real word guessing were high (> .80). This finding provides important validity evidence for correction formulas that employ false alarm information to adjust the YN test scores. Another important finding is that the neighborhood size of pseudowords was related to false alarm rates, which has useful implications for the designing of future YN tests. Finally, the corrected scores of the YN test correlated highly (> .70) with those of the translation task. In comparison, correlations between the YN corrected scores and the MC VST scores were lower, indicating a difference in guessing between the two tests.

Syntactic effects of feature-driven movement in Russian speakers’ L2 Chinese grammars

2013 ◽  
Vol 3 (4) ◽  
pp. 389-414 ◽  
Author(s):  
Esuna Dugarova
Keyword(s):  
Empirical Evidence ◽  
Multiple Choice ◽  
Russian Speakers ◽  
L2 Chinese ◽  
Syntactic Constraints

Availability of wh-topicalization in Chinese raises a question as to whether a whtopic in L2 Chinese is derived by feature-driven movement and, if it is, whether such movement is subject to syntactic constraints. The current study tests the sensitivity of very advanced Russian speakers’ L2 Chinese wh-topicalization to a complex NP island and reconstruction, which are taken as a diagnostic of movement. The results of an acceptability judgement test and a multiple choice interpretation test show that L2 Chinese grammars are constrained by a complex NP island and reconstruction, which provides empirical evidence that L2 Chinese wh-topicalization involves movement driven by an uninterpretable [+Top] feature.

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