Both multiple-choice and short-answer quizzes enhance later exam performance in middle and high school classes.

In Vietnam, since 2015, the Ministry of Education and Training of Vietnam has decided to abolish university entrance exams and advocates the use of high school graduation exam results of candidates for admission to go to universities. The 2015 and 2016 exam questions for the Math exam are the essay questions. From 2017 up to now, the Ministry of Education and Training of Vietnam has applied the form of multiple-choice exams for Mathematics in the high school graduation exam. There are many mixed opinions about the impact of this form of examination and admission on the quality of university students. In particular, the switch from the form of essay examination to multiple-choice exams led the entire Vietnam Mathematical Association at that time to send recommendations on continuing to maintain the form of essay examination for mathematics. The purposes of this article are analysis and evaluation the effects of relevant factors on the academic performance of advanced math students of university students, and offer solutions to optimize university entrance exam. The data set was provided by Training Management Department and Training Quality Control and Testing Laboratory of the University of Finance – Marketing. This dataset includes information about math high school graduation test scores, learning process scores (scores assessed by direct instructors), and advanced math course end test scores of 2834 students in courses from 2015 to 2019. Linear and non-linear regression machine learning models were used to solve the tasks given in this article. An analysis of the data was conducted to reveal the advantages and disadvantages of the change in university enrollment of the Vietnamese Ministry of Education and Training. Tools from the Python libraries have been supported and used effectively in the process of solving problems. Through building and surveying the model, there are suggestions and solutions to problems in enrollment and input quality assurance. Specifically, in the preparation of entrance exams, the entrance exam questions should not exceed 61-66 % of multiple choice questions.

Download Full-text

Multiple-Choice Examinations in Medicine: A Guide for Examiner and Examinee

PEDIATRICS ◽

10.1542/peds.28.1.106 ◽

1961 ◽

Vol 28 (1) ◽

pp. 106-106

Author(s):

A. ASHLEY WEECH

Keyword(s):

High School ◽

Foreign Students ◽

Multiple Choice ◽

National Board ◽

American Students ◽

Executive Secretary ◽

Sample Test ◽

Objective Tests ◽

Medical Examiners ◽

First Time

This compact manual written by the Executive Secretary and the Director of Testing Services of the National Board of Medical Examiners presents in eight brief chapters the methods used by the Board in preparing its objective tests. There is also an appendix containing a sample test that could provide helpful practice to someone about to be exposed for the first time to this type of examination. That such practice is desirable is evident from the fact that foreign students who have previously encountered only essay-type examinations will on the average earn significantly lower grades on a multiple-choice examination than a comparably educated group of American students who have been exposed many times in high school, college and medical school to the techniques of objective testing.

Download Full-text

Short answer scoring using W-Bleu for regular assessment in vocational high school

International Journal of Innovation and Learning ◽

10.1504/ijil.2018.095368 ◽

2018 ◽

Vol 24 (4) ◽

pp. 437

Author(s):

Feddy Setio Pribadi ◽

Teguh Bharata Adji ◽

Adhistya Erna Permanasari ◽

Takashi Ninomiya

Keyword(s):

High School ◽

Vocational High School ◽

Short Answer

Download Full-text

TEACHER’S QUESTIONS USED IN TEACHING ENGLISH AT THE 1ST GRADE STUDENTS OF ONE JUNIOR HIGH SCHOOL IN BANDUNG

PROJECT (Professional Journal of English Education) ◽

10.22460/project.v3i1.p78-82 ◽

2020 ◽

Vol 3 (1) ◽

pp. 78

Author(s):

Gita Ernita ◽

Tini Apriliani

Keyword(s):

High School ◽

Data Collection ◽

Junior High School ◽

Learning Process ◽

Teaching And Learning ◽

Research Participant ◽

Teaching English ◽

Short Answer ◽

Descriptive Research ◽

Short Answer Questions

Teachers are facilitators that assist students to make the learning process easier and more comfortale. Techer question is a part of learning process. The aim of this research is to find out the types of questions asked by teachers in teaching and learning process. This research is descriptive research. Participant of this research are two English teachers at SMP PGRI Bandung. The data collection used two instruments namely audio recording and note taking. From this research, researcher found that open ended questions are mostly occur in the classroom beside ; yes/no questions, short answer questions, display questions, referential questions and non retrieval questions. During research, there are three kind of languages used by teachers, they are English, mixed English –Indonesian, and Indonesian.

Download Full-text

The Analysis of Junior High School Teacher-Made Tests for the Students in Enrekang

FOSTER: Journal of English Language Teaching ◽

10.24256/foster-jelt.v1i2.14 ◽

2020 ◽

Vol 1 (2) ◽

pp. 122-138

Author(s):

Husnani Aliah

Keyword(s):

High School ◽

Junior High School ◽

Junior High ◽

Item Difficulty ◽

Item Analysis ◽

Multiple Choice ◽

Item Bank ◽

Cognitive Domain ◽

Multiple Choice Tests ◽

Choice Tests

The research aimed at finding out information about the preparation of constructing teacher-made tests in Enrekang, the quality of English teacher-made test according to item analysis, and the level cognitive domain of the teacher-made test. The test quality was determined after it was used in school examination test. This research employed survey research using descriptive method. The researcher analyzed the data and then described the research finding quantitatively. The population of this research was the teachers who teach in ninth grade at junior high schools in Enrekang. This research applied simple random sampling technique by taking four different schools as sampel. The results of analysis show preparation that junior high school teachers follow in constructing teacher-made tests in Enrekang is divided into five main parts. In preparing the test, the procedures were considering tests’ materials and proportion of each topic, choosing to check the item bank that match to syllabus and indicators, or preparing test specification. In writing test, teachers’ procedures were re-writing chosen test item from internet and textbook, re-writing items that was used before and allowing the other teachers to verify it, combining items from item bank and text book, or making new item. While in analyzing a test, the procedures used by the teachers were analyzing and revising test based on its item difficulty, predicting the item difficulty and revising the test, or doing nothing to analyze the test. About the timing in preparing the test, there are three out of five teachers who need only one week to construct multiple choice tests. Besides, there are two out of five teachers who need two weeks to construct multiple choice tests. While the teachers have different ways in providing test based on students’ ability. Moreover, the item analysis shows that no test is perfectly good. It was found that almost all tests need to be revised. It was also found that there were only three categories works in all tests based on the cognitive domain of the test namely knowledge, comprehension, and application categories. There was no item belong to analysis, synthesis, and evaluation categories.

Download Full-text

Penerapan Project Based Learning (PjBL) Terbimbing untuk Meningkatkan Keaktifan dan Pemahaman Siswa pada Konsep Momentum, Impuls, dan Tumbukan

Physics Education Research Journal ◽

10.21580/perj.2020.2.2.4959 ◽

2020 ◽

Vol 2 (2) ◽

pp. 69

Author(s):

Lisa Puspitasari ◽

Budi Astuti ◽

Masturi Masturi

Keyword(s):

High School ◽

Data Analysis ◽

Conceptual Understanding ◽

Research Method ◽

Multiple Choice ◽

Significance Test ◽

Learning Model ◽

Project Based Learning ◽

Test Instrument

This study aims to analyze the increase in students' activeness and conceptual understanding after the guided Project Based Learning (PjBL) model is applied. The research method used was a pre-experimental one group pretest-postest design. The research instruments included test and non-test instruments. The test instrument in this study was a reasoned multiple choice. The non-test instrument uses student activeness observation sheets. Students' activeness and conceptual understanding were analyzed using the N-Gain test. The significance of increasing students' activeness and understanding of concepts was analyzed using the Wilcoxon mathced pairs test. The results of the data analysis showed that the students' activeness and conceptual understanding of the Momentum, Impulse, and Collision material after being applied to guided PjBL experienced a low increase with N-Gain of 0.20 and 0.22. The results of the significance test of students' activeness and conceptual understanding were obtained values of 0.041 and 0.000 (<0.050). Based on the results of the analysis, it can be concluded that the implementation of the guided Project Based Learning model was able to significantly increase the activeness and understanding of students' concepts in the material Momentum, Impulse and Collision at Nurul Islami High School.

Download Full-text

Analisis Deskriptif Soal Ujian Nasional dan Cambridge Checkpoint Pelajaran Matematika Tingkat Sekolah Menengah Pertama Tahun Ajaran 2014/2015 Berdasarkan Tipe Penyajian Soal dan Ruang Lingkup Materi

10.31219/osf.io/9smhd ◽

2020 ◽

Author(s):

Zainal Abidin

Keyword(s):

National Curriculum ◽

Multiple Choice ◽

Secondary Level ◽

Qualitative Approach ◽

Multiple Choice Questions ◽

Short Answer ◽

National Examination ◽

Analysis Question ◽

Short Answer Question ◽

Mathematics Examination

National Examination and Cambridge Checkpoint are the instrument for evaluating the standard competence ofstudent which organized in Secondary Level. National Examination’s questions based on the National Curriculum ofIndonesia but Cambridge Checkpoint’s questions taken based on Cambridge Curriculum. The aims of this researchis analyzing the type of each question and distribution of each strands in the National Mathematics Examination 2015and Mathematics of Cambridge Checkpoint for Secondary Level 2015. This type of research is a descriptive studywith a qualitative approach. National Mathematics Examination 2015 has one paper only but Mathematics ofCambridge Checkpoint for Secondary Level 2015 has 2 papers for the test. It can be concluded that all question’stype of the National Mathematics Examination for Secondary Level 2015 are multiple choice questions. OnMathematics of Cambridge Checkpoint for Secondary Level 2015, there are various types of questions which consistof 11,43% short-answer question; 68,57% analysis question; 8,57% completing question; and 11,43% match questionfor paper 1, but 22,22% short-answer question; 58,33% analysis question; 11,11% completing question; 2,78% matchquestion; 2,78% multiple choice question; and 2,78% yes/no question for paper 2. Based on strands analyzing result,It can be determined that National Mathematics Examination for Secondary Level 2015 contain of 22,25% number;27,5 algebra; 40% geometry and measurement; 10% statistic and probability. On Mathematics of CambridgeCheckpoint for Secondary Level 2015, It can be explained that 45,72% number; 20% algebra; 17,14% geometry andmeasurement; and 17,14% statistic and probability for paper 1, and 33,33% number; 19,45% algebra; 25% geometryand measurement; and 22,22% statistic and probability for paper 2.

Download Full-text

Chemie von Weiterführende Schule und Enem Chemistry: Ein Lehrplanvergleich

Panorama brasileiro de tungstênio (w) entre os anos de 2008 e 2014 ◽

10.32749/nucleodoconhecimento.com.br/bildung-de/ein-lehrplanvergleich ◽

2021 ◽

pp. 89-99

Author(s):

Julia Santana Gortz ◽

Salvador Rodrigues Taty ◽

Amanda Alves Fecury ◽

Carla Viana Dendasck ◽

Euzébio de Oliveira ◽

...

Keyword(s):

High School ◽

Multiple Choice

Die nationale Abiturprüfung (ENEM) ist eine Bewertung, die aus einem Aufsatz und Multiple-Choice-Fragen besteht. Diese Bewertung zielt darauf ab, das während der High School erworbene Wissen zu messen. Der Zweck dieses Artikels ist es, den Inhalt der Fragen der Chemiekomponente der Nationalen Abiturprüfung (ENEM) zwischen den Jahren 2014 bis 2018 mit dem Lehrplaninhalt des Kurses Technische Chemie an der Bundesanstalt Amapá (IFAP) zu vergleichen. . Die Forschung wurde unter Verwendung chemischer Fragen aus der nationale Abiturprüfung (ENEM) aus dem Super Professor (Software) -Programm durchgeführt. Die Inhalte, die in den drei Jahren des technischen Chemiekurses an der Bundesanstalt Amapá (IFAP) vermittelt wurden, erfüllen die Anforderungen der nationale Abiturprüfung (ENEM). Die Arbeitsbelastung reicht auch für die Entwicklung grundlegender und technischer Disziplinen aus. Die Inhaltsanalyse zeigt, dass es sich um einen technischen Kurs handelt, der fundiertes Wissen vermittelt, wodurch sich der Zuschuss für die Durchführung des ENEM erhöht. Dieser Inhalt wird durch Theorie und auch durch eine große praktische Erfahrung (Labor) gebildet. Praktisches Wissen hilft enorm bei der Fixierung des Lernens und liefert Wissen, um die Inhalte zu diskutieren.

Download Full-text

Testing Proficiency in Writing a Foreign Language

The Canadian Journal of Linguistics / La revue canadienne de linguistique ◽

10.1017/s0008413100018880 ◽

1960 ◽

Vol 6 (1) ◽

pp. 21-28

Author(s):

Robert Lado

Keyword(s):

Foreign Language ◽

Multiple Choice ◽

Face Validity ◽

Short Answer ◽

Multiple Choice Tests ◽

Present Information ◽

Choice Tests ◽

Objective Tests ◽

Linguistic Content

Discussions of the testing of proficiency to write a foreign language are usually limited to techniques; and without a rationale or set criteria of what is to be tested, the result is confusion. Partly as a consequence of the lack of a rationale we are faced with a dearth of techniques in use. Essentially we find only two: objective short answer tests, which are distrusted, and composition tests, which are frustrating because of problems of scoring and the time involved.Superficial clichés are freely applied to these two techniques. Judgments are made on outward appearances — face validity — without reference to linguistic content or to empirically tested validity. On the basis of appearance, objective tests are criticized because presumably (1) they do not force the student to think, (2) they do not require that the student organize and present information, (3) they are only recognition, multiple choice tests, (4) they are considered elementary in comparison with the business of writing a free composition in the foreign language.

Download Full-text