An Alternative Scoring Formula for Multiple-Choice and True-False Tests

1977 ◽  
Vol 70 (6) ◽  
pp. 335-339 ◽  
Author(s):  
Frank Reid
Keyword(s):  
Multiple Choice ◽  
True False

Reliability of Comparably Wriften Two-Option Multiple-Choice and True-False Test Items

1993 ◽  
Vol 53 (3) ◽  
pp. 651-660 ◽  
Author(s):  
Gregory R. Hancock ◽  
Keith W. Thiede ◽  
Gilbert Sax ◽  
William B. Michael
Keyword(s):  
Multiple Choice ◽  
Test Items ◽  
True False

scholarly journals Exploring Undergraduates' Understanding of Photosynthesis Using Diagnostic Question Clusters

2012 ◽  
Vol 11 (1) ◽  
pp. 47-57 ◽  
Author(s):  
Joyce M. Parker ◽  
Charles W. Anderson ◽  
Merle Heidemann ◽  
John Merrill ◽  
Brett Merritt ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Conservation Of Energy ◽  
Basic Understanding ◽  
Scientific Principles ◽  
Hierarchical Nature ◽  
Diagnostic Question ◽  
True False

We present a diagnostic question cluster (DQC) that assesses undergraduates' thinking about photosynthesis. This assessment tool is not designed to identify individual misconceptions. Rather, it is focused on students' abilities to apply basic concepts about photosynthesis by reasoning with a coordinated set of practices based on a few scientific principles: conservation of matter, conservation of energy, and the hierarchical nature of biological systems. Data on students' responses to the cluster items and uses of some of the questions in multiple-choice, multiple-true/false, and essay formats are compared. A cross-over study indicates that the multiple-true/false format shows promise as a machine-gradable format that identifies students who have a mixture of accurate and inaccurate ideas. In addition, interviews with students about their choices on three multiple-choice questions reveal the fragility of students' understanding. Collectively, the data show that many undergraduates lack both a basic understanding of the role of photosynthesis in plant metabolism and the ability to reason with scientific principles when learning new content. Implications for instruction are discussed.

scholarly journals Engaging Students in the Higher Order of Thinking and Communication

HortScience ◽  
2004 ◽  
Vol 39 (4) ◽  
pp. 864B-864
Author(s):  
Marihelen Kamp-Glass*
Keyword(s):  
Video Games ◽  
Multiple Choice ◽  
Field Trip ◽  
Higher Order ◽  
Second Sound ◽  
Extra Credit ◽  
Class Room ◽  
True False

Students of today have been raised on 20 second sound bytes, video games, multiple choice and true false exams, extra credit, and over extended parents It is difficult to engage most of them in a two minute conservations. They have not been taught the skill of cognitive thinking. We as professors need to help them reach that higher level of oral and written communitation. This can be done through adding discussion in the class room, on a field trip, or in an e-College or Blackboard venue. This presentation is abou how good discussions must be prepared in advance, how to lead a purposefully discussion and other way to promote their cognitives skills.

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