scholarly journals Multiple-choice questions and essays in assessing economics

2021 ◽  
Vol 99 ◽  
pp. 01032
Author(s):  
Svetlana Vlazneva ◽  
Olga Androsova
Keyword(s):  
Comparative Analysis ◽  
Assessment Tool ◽  
Multiple Choice ◽  
Assessment Tools ◽  
Multiple Choice Questions ◽  
Multiple Choice Tests ◽  
Teaching Economics ◽  
Choice Tests ◽  
Four Levels

The article is devoted to assessment tools in teaching economics. The authors distinguish and define four levels of understanding economics: elementary, intermediate, systemic and creative. They describe multiple choice questions and essay questions as two possible assessment tools in teaching economics. Multiple-choice questions are represented as the most popular testing format. The advantages of multiple-choice questions include low grading costs, perceived objectivity and availability of comparative analysis. The authors have developed multiple-choice tests, which measure students’ knowledge at three first levels of understanding economics. They enable instructors to see where exactly the students’ understanding has stopped and provide guidance. The authors conclude that multiple-choice questions can be used to measure the basic levels of students’ understanding economics. In measuring higher levels the essay as an assessment tool has a great potential. The authors highlight the advantages and pitfalls of essay testing in economics.

Experience Versus Potential of Multiple-Choice Tests in Marketing Courses

1979 ◽  
Vol 1 (2) ◽  
pp. 24-33 ◽  
Author(s):  
James R. McMillan
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Questions ◽  
High Quality ◽  
Test Form ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Classroom Evaluation ◽  
Quality Objective ◽  
Multiple Choice Items

Most educators agree that classroom evaluation practices need improvement. One way to improve testing is to use high-quality objective multiple-choice exams. Almost any understanding or ability which can be tested by another test form can also be tested by means of multiple-choice items. Based on a survey of 173 respondents, it appears that marketing teachers are disenchanted with multiple-choice questions and use them sparingly. Further, their limited use is largely in the introductory marketing course even though there are emerging pressures for universities to take a closer look at the quality of classroom evaluation at all levels.

scholarly journals Tapping into Bloom Taxonomy’s Higher-Order Cognitive Processes: The Case for Multiple Choice Questions as a Valid Assessment Tool in the ESP Classroom

2021 ◽  
pp. 160-171
Author(s):  
Iryna Lenchuk ◽  
Amer Ahmed
Keyword(s):  
Cognitive Processes ◽  
Cognitive Skills ◽  
Assessment Tool ◽  
Multiple Choice ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Assessment Tools ◽  
Multiple Choice Questions ◽  
Higher Order Thinking Skills

This article describes the results of Action Research conducted in an ESP classroom of Dhofar University located in Oman. Following the call of Oman Vision 2040 to emphasize educational practices that promote the development of higher-order cognitive processes, this study raises the following question: Can an online multiple choice question (MCQ) quiz tap into the higher-order cognitive skills of apply, analyze and evaluate? This question was also critical at the time of the COVID-19 pandemic when Omani universities switched to the online learning mode. The researchers administered an online MCQ quiz to 35 undergraduate students enrolled in an ESP course for Engineering and Sciences. The results showed that MCQ quizzes could be developed to tap into higher-order thinking skills when the stem of the MSQ is developed as a task or a scenario. The study also revealed that students performed better on MCQs that tap into low-level cognitive skills. This result can be attributed to the prevalent practice in Oman to develop assessment tools that tap only into a level of Bloom’s taxonomy, which involves the cognitive process of retrieving memorized information. The significance of the study lies in its pedagogical applications. The study calls for the use of teaching and assessment practices that target the development of higher-order thinking skills, which is aligned with the country’s strategic direction reflected in Oman vision 2040.

scholarly journals Review and Comparison of Four-Tier Multiple Choice and Five-Tier Multiple Choice Diagnostic Tests to Identify Mastery of Physics Concepts

2022 ◽  
Vol 8 (1) ◽  
pp. 1-12
Author(s):  
Hendra Musfa Dirman ◽  
Fatni Mufit ◽  
Festiyed Festiyed
Keyword(s):  
High School ◽  
Diagnostic Test ◽  
Diagnostic Tests ◽  
Multiple Choice ◽  
Optical Devices ◽  
Multiple Choice Tests ◽  
Advantages And Disadvantages ◽  
High School Physics ◽  
Choice Tests ◽  
Four Levels

Misconceptions of a concept in a lesson will have an influence in understanding the next concept. Having misconceptions that exist in learning can understand the nature of the misconceptions and consequently can help student learning progress. Therefore, a diagnostic test for misconceptions is needed, including the newest four-tier multiple choice and five-tier multiple choice. This research is a literature review that provides information systematically using the PRISMA method which often occurs in students' misconceptions in high school physics subjects. The data for this research are 60 selected articles from 2017-2021. The purpose of this study is to reveal the use of four-tier multiple choice and five-tier multiple choice diagnostic tests in physics and also provide a comparison of each instrument with the strengths and weaknesses of the four-tier multiple choice and five-tier multiple choice diagnostic tests. Furthermore, the use of multiple choice four levels (83.33%) and multiple choice five levels (16.67). %). In the use of the four-tier multiple choice physical material diagnostic test, which are often used in identifying misconceptions, are optical devices (12%) and energy businesses (10%). And the use of an additional five-tier multiple choice instrument diagnostic test that is often used is to present an overview or conclusion at the fifth level. However, each type of four-tier multiple choice and five-tier multiple choice tests has its own advantages and disadvantages in assessing students' conceptions

De validiteit van luistertoetsen Moderne Vreemde Talen

1978 ◽  
Vol 5 ◽  
pp. 59-74
Author(s):  
H.W.M. van den Nieuwenhof
Keyword(s):  
Content Validity ◽  
Listening Comprehension ◽  
Multiple Choice ◽  
Test Results ◽  
Multiple Choice Questions ◽  
Relative Difficulty ◽  
Test Form ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Testing Techniques

For ten years now multiple choice tests have been used in the Dutch school system to measure listening comprehension of English, French and German. The tests were developed in a research program, conducted at the Insitute of Applied Linguistics by Dr. ? Groot. Now that the tests have been in use for 10 years we are confronted with the following questions. Are the tests still reliable, as they were 10 years ago? In how far does the multiple choice technique give a true picture of the listening comprehension of students? Does the multiple choice technique help studens to cope with language material that they could not have coped with otherwise, in other words, to what extent does the language material used in tests suggest a higher level of listening comprehension than the students actually have? An experiment has been carried out at C.I.T.O. (Central Institute for Test Development). Students had to answer both multiple choice questions and open ended questions concerning the same language material. The results suggested that the language material used in tests was verydifficult for students to handle in an open ended question test form. The results also suggested that various levels of difficulty of the langua material used within a single test was reflected in the open ended test results, but not in the results of the multiple choice tests. The multiple choice technique seems to obscure the relative difficulty of the various test components. It has been found that an appropriate use of the multiple choice technique can cover only a restricted range of language material. The measuring technique must not restrict the choice of language material, and thereby influence content validity. A possible solution to the problem would be the development of a new kind of test. In this test a great variety of language material should be tested with a great variety of testing techniques: a great variety of language material in order to improve the content validity of the test, a great variety of testing techniques in order to reduce, as much as possi ble, the disadvantages of every single testing technique by itself.

scholarly journals ContExtended Questions (CEQ) to Teach and Assess Clinical Reasoning: A New Variant of F-Type Testlets

2021 ◽  
Vol 2 (1) ◽  
pp. 48-56
Author(s):  
Yavuz Selim Kıyak ◽  
Işıl İrem Budakoğlu ◽  
Serdar Kula ◽  
Özlem Coşkun
Keyword(s):  
Medical Education ◽  
Clinical Reasoning ◽  
Assessment Tool ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Multiple Choice Tests ◽  
Education And Health ◽  
New Variant ◽  
Illness Scripts ◽  
Randomized Controlled Experiment

This study introduces ContExtended Questions (CEQ), which is a tool both to teach and assess clinical reasoning particularly in the preclinical years, and the web-based program to implement. CEQ consists of text-based case-based multiple-choice questions that provide patient data in a fixed and predetermined sequence. It enables the examinees to develop and reshape their illness scripts by using feedback after every question. Feedback operates to transform the examinee’s failure into a “productive failure”. The preliminary results of the randomized controlled experiment of teaching clinical reasoning to preclinical students through CEQ is quite satisfactory. In the medical education literature, this would be the first time that students, who have no or very limited clinical experience, developed their illness scripts just by taking formative multiple-choice tests. The approach would be named “test-only learning”. The complete results of the experiment and then more experiments in other contexts and domains are necessary to establish a more powerful assessment tool and software. Furthermore, by changing the content of the questions, it is possible to use CEQ in every period of medical education and health professions education.

Effects of Cerebral Dominance on College-Level Achievement

1979 ◽  
Vol 49 (2) ◽  
pp. 445-446 ◽  
Author(s):  
B. A. Bracken ◽  
T. L. Ledford ◽  
R. S. McCallum
Keyword(s):  
Undergraduate Students ◽  
Educational Psychology ◽  
Multiple Choice ◽  
Cerebral Dominance ◽  
College Level ◽  
Multiple Choice Questions ◽  
Female Undergraduate ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Introductory Classes

Ability to perform successfully on multiple-choice tests was assessed for students displaying various cognitive styles. Male and female undergraduate students were classified according to right, left, or integrated cerebral functioning as determined by Your Style of Learning and Thinking test. The students participated in introductory classes in educational psychology and completed multiple-choice questions designed to assess content. The effects of cerebral dominance on student's ability to complete multiple-choice questions successfully were determined. Students designated by SOLAT as left dominant correctly completed significantly more multiple-choice questions than did right-dominant students. Implications for education were discussed.

scholarly journals Assessing the studies results in the discipline "Economics"

KANT ◽  
2020 ◽  
Vol 36 (3) ◽  
pp. 237-242
Author(s):  
Svetlana Vlazneva ◽  
Aleksey Vlaznev
Keyword(s):  
Assessment Tool ◽  
Multiple Choice ◽  
Student Understanding ◽  
Assessment Tools ◽  
Multiple Choice Questions ◽  
Different Levels

The article is devoted to the use of multiple choice questions and essay assignments as assessment tools during the economics training. The authors describe three levels of economics understanding. They provide examples of multiple-choice questions and essay assignments that can measure different levels of economics understanding. The authors conclude that multiple-choice questions can be used to measure some but not all levels of student understanding while higher levels cannot be accurately measured with this assessment tool. The essay has great potential to assess the higher levels of student understanding of economics.

scholarly journals MULTIPLE CHOICE TESTS AS A FORMATIVE ASSESSMENT TOOL

2020 ◽  
pp. 42-46
Author(s):  
Marina A. Bodon’i ◽  
Vladimir A. Plaksin
Keyword(s):  
Formative Assessment ◽  
Assessment Tool ◽  
Multiple Choice ◽  
Assessment For Learning ◽  
Educational Process ◽  
Multiple Choice Tests ◽  
Assessment Of Learning ◽  
Choice Tests

The article discusses the problem of using multiple choice tests as a means of formative assessment. As a rule, this type of assessing materials is correlated with summarising assessment; however, as the analysis of theoretical sources has shown, the use of multiple choice tests for training allows us to realise the goals of formative assessment. During the study, the main aspects of the use of multiple choice tests in the course of assessment of learning and in the course of assessment for learning were compared, after which the requirements for multiple choice tests for formative assessment were formulated. The identification of the specific characteristics of the use of multiple choice tests for formative assessment allowed us to specify the methods of using tests at different stages of educational process. Based on the results of the study, recommendations for teachers on the development and use of multiple choice tests for assessment for learning are proposed.

scholarly journals Multiple Choice Tests: More than a Time Saver for Teachers

2015 ◽  
Vol 5 (3) ◽  
pp. 15 ◽  
Author(s):  
Wolfgang Fellin ◽  
Gertraud Medicus
Keyword(s):  
Assessment Tool ◽  
Multiple Choice ◽  
Engineering Calculation ◽  
Teaching Online ◽  
Training Tool ◽  
Face To Face ◽  
Additional Tool ◽  
Multiple Choice Tests ◽  
Online Test ◽  
Choice Tests

Multiple choice tests are usually used as an assessment tool for courses with many students. However, such tests bear much more potential for education. We have used them as online training tool in the form of a geotechnical quiz. Students can use this test in addition to the regular face-to-face classroom classes, in which traditional engineering calculation examples are trained, in the sense of blended learning. The test tries to emphasise that learning can be fun. Right and wrong answers are commented immediately after submitting the choices and hints are given to understand the correct solution. A second independent online test is provided, which directly simulates the multiple choice part of the written exam. The exam is completed by calculation examples similar to those trained in the regular classes. We have evaluated both multiple choice tests in terms of acceptance and learning impact. They have proofed to be a useful additional tool in teaching. Online multiple choice tests can be recommended although their preparation needs a huge amount of work power.

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