Effects of Cerebral Dominance on College-Level Achievement

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.

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Experience Versus Potential of Multiple-Choice Tests in Marketing Courses

Journal of Marketing Education ◽

10.1177/027347537900100205 ◽

1979 ◽

Vol 1 (2) ◽

pp. 24-33 ◽

Cited By ~ 3

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.

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De validiteit van luistertoetsen Moderne Vreemde Talen

Toegepaste Taalwetenschap in Artikelen ◽

10.1075/ttwia.5.06nie ◽

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.

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Multiple-choice questions and essays in assessing economics

SHS Web of Conferences ◽

10.1051/shsconf/20219901032 ◽

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.

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