scholarly journals Can Multiple-Choice Questions Replace Constructed Response Test as an Exam Form in Business Courses? Evidence from a Business School

2021 ◽  
Vol 8 (4) ◽  
pp. 349-360
Author(s):  
Leiv Opstad
Keyword(s):  
Gender Gap ◽  
Business School ◽  
Multiple Choice ◽  
Test Methods ◽  
Choice Test ◽  
Multiple Choice Questions ◽  
Constructed Response ◽  
Business Courses ◽  
Business Course ◽  
Easy Answer

The discussion of whether multiple-choice questions can replace the traditional exam with essays and constructed questions in introductory courses has just started in Norway. There is not an easy answer. The findings depend on the pattern of the questions. Therefore, one must be careful in drawing conclusions. In this research, one will explore a selected business course where 30 percent of the test is comprised of multiple-choice items. There obviously are some similarities between the two test methods. Students who perform well on writing essays tend also to achieve good results when answering multiple- choice questions. The result reveals a gender gap where multiple-choice based exam seems to favor the male students. There are some challenges in how to measure the different dimensions of knowledge. This study confirms this. Hence, it is too early to conclude that a multiple-choice score is a good predictor of the outcome of an essay exam. This paper will provide a beneficial contribution to the debate in Norway, but it needs to be followed up with more research. Keywords: multiple choice test, constructed response questions, business school, gender, regression model.

A Natural-Language-Processing-Based Procedure for Generating Distractors for Multiple-Choice Questions

2021 ◽  
pp. 016327872110469
Author(s):  
Peter Baldwin ◽  
Janet Mee ◽  
Victoria Yaneva ◽  
Miguel Paniagua ◽  
Jean D’Angelo ◽  
...  
Keyword(s):  
Natural Language Processing ◽  
Natural Language ◽  
Language Processing ◽  
Multiple Choice ◽  
Incorrect Response ◽  
The United States ◽  
Choice Test ◽  
Multiple Choice Questions ◽  
Response Options ◽  
Medical Licensing

One of the most challenging aspects of writing multiple-choice test questions is identifying plausible incorrect response options—i.e., distractors. To help with this task, a procedure is introduced that can mine existing item banks for potential distractors by considering the similarities between a new item’s stem and answer and the stems and response options for items in the bank. This approach uses natural language processing to measure similarity and requires a substantial pool of items for constructing the generating model. The procedure is demonstrated with data from the United States Medical Licensing Examination (USMLE®). For about half the items in the study, at least one of the top three system-produced candidates matched a human-produced distractor exactly; and for about one quarter of the items, two of the top three candidates matched human-produced distractors. A study was conducted in which a sample of system-produced candidates were shown to 10 experienced item writers. Overall, participants thought about 81% of the candidates were on topic and 56% would help human item writers with the task of writing distractors.

scholarly journals The Influence Of Flash Card Toward Students’ English Vocabulary Mastery During Covid-19

2021 ◽  
Vol 1 (11) ◽  
pp. 735-748
Author(s):  
Hermansyah Hermansyah ◽  
Nurhendi Nurhendi
Keyword(s):  
Quantitative Research ◽  
Multiple Choice ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Quantitative Research Methods ◽  
Flash Cards ◽  
Homogeneity Of Variance ◽  
And Control ◽  
Learning English

The purpose of this research is to see how flash cards influence the students' English vocabulary mastery. The researchers of this research used quantitative research methods with posttest only control design of true experimental design. The random sampling method was employed in this research's sampling. The data collected in this research was put to the test (multiple choice test). The researchers of this research gave different treatments for the experimental and control groups. The treatment for the experimental group was learning English with flash card media and the treatment for the control group was learning English conventionally. After the two sample groups were given different treatment, the two sample groups were each given a posttest with an instrument consisting of 20 multiple-choice questions with 4 alternative answer choices that had been tested beforehand and validated empirically. Analysis of research data is descriptive and inferential, which inferentially uses the t test, by first testing the assumptions of data normality and homogeneity of variance. The results showed that flash cards had an influence on students' English vocabulary mastery. Therefore, it can be said that this research has proved that there was a significant result of using Flash Cards towards children's English vocabulary mastery.

scholarly journals KEMAMPUAN GURU MIPA MEMBUAT PENILAIAN PENGETAHUAN

2016 ◽  
Vol 7 (2) ◽  
pp. 44
Author(s):  
Kurnia Ningsih
Keyword(s):  
Multiple Choice ◽  
Sampling Technique ◽  
Knowledge Assessment ◽  
Choice Test ◽  
Design Knowledge ◽  
Data Display ◽  
Multiple Choice Test ◽  
Multiple Choice Questions ◽  
Test Items ◽  
Descriptive Method

This research aims to describe MIPA teachers’ ability to design knowledge assessment through the analysis of achievement aspects of knowledge assessment. This research used a descriptive method with SMP MIPA teachers in Pontianak City who have taught for more than 5 years and have an undergraduate degree as the population. The samples in this research, selected using a purposive sampling technique, consisted of 12 teachers who submitted MIPA test items. The research instrument used the data of the test item document designed by the teachers in the form of a multiple-choice test. The data were analyzed descriptively which included data reduction, systematic data display, and conclusion. The results showed that of the 12 test instruments made by with 380 questions in total, the teachers’ ability to design knowledge assessment (Multiple Choice Questions) obtained 17.37% of knowledge aspect, 67.90% of understanding aspect, 8.68% of implementation aspect, and 6.05% of analysis aspect. There were no questions made related to evaluation and creation aspects. Keywords: teachers ability, designing knowledge assessment.

scholarly journals Determining the Level of a Language Test with English Profile: A Forensic Linguistics Case Study

2020 ◽  
Vol 42 (2) ◽  
pp. 1-21
Author(s):  
Núria Gavaldà ◽  
Sheila Queralt
Keyword(s):  
Quantitative Methods ◽  
English Language ◽  
Multiple Choice ◽  
Choice Test ◽  
Reference Level ◽  
Multiple Choice Questions ◽  
Forensic Linguistics ◽  
Qualitative And Quantitative Methods

This article deals with a forensic linguistics case study of the determination of the level of a B1 English multiple-choice test that was challenged in court by numerous candidates on the grounds that it was not of the appropriate level. A control corpus comprising 240 analogous multiple-choice questions from B1 exams aligned with the Common European Framework of Reference for Languages (CEFR) was compiled in order to establish a threshold for the percentage of questions of a level higher than that being tested which can be expected in such exams. The analysis was carried out following a combination of qualitative and quantitative methods, with the help of the tool English Profile, which provides Reference Level Descriptions (RLDs) for the English language within the CEFR. The results of the analysis of the control corpus established a baseline of 5 to 7% of questions that include key items classified as higher than B1, while the percentage was 68% in the case of the disputedexam. Thus, the present study proposes a further application of the tool English Profile within the field of forensic linguistics and puts forward the concept of Level Appropriateness Threshold (LAT), analogous to other thresholds established in forensic linguistics, which can serve as a baseline for determining the appropriateness of B1 English multiple-choice exams and a model for other levels and skill areas.

scholarly journals Constructed Response or Multiple-Choice Questions for Assessing Declarative Programming Knowledge? That is the Question!

10.28945/4479 ◽  
2019 ◽  
Vol 18 ◽  
pp. 153-170
Author(s):  
Yolanda Belo ◽  
Sérgio Moro ◽  
António Martins ◽  
Pedro Ramos ◽  
Joana Martinho Costa ◽  
...  
Keyword(s):  
Data Mining ◽  
Learning Process ◽  
Multiple Choice ◽  
Added Value ◽  
Future Research ◽  
Declarative Programming ◽  
Multiple Choice Questions ◽  
Constructed Response ◽  
Programming Knowledge ◽  
Teaching Learning

Aim/Purpose: This paper presents a data mining approach for analyzing responses to advanced declarative programming questions. The goal of this research is to find a model that can explain the results obtained by students when they perform exams with Constructed Response questions and with equivalent Multiple-Choice Questions. Background: The assessment of acquired knowledge is a fundamental role in the teaching-learning process. It helps to identify the factors that can contribute to the teacher in the developing of pedagogical methods and evaluation tools and it also contributes to the self-regulation process of learning. However, better format of questions to assess declarative programming knowledge is still a subject of ongoing debate. While some research advocates the use of constructed responses, others emphasize the potential of multiple-choice questions. Methodology: A sensitivity analysis was applied to extract useful knowledge from the relevance of the characteristics (i.e., the input variables) used for the data mining process to compute the score. Contribution: Such knowledge helps the teachers to decide which format they must consider with respect to the objectives and expected students results. Findings: The results shown a set of factors that influence the discrepancy between answers in both formats. Recommendations for Practitioners: Teachers can make an informed decision about whether to choose multiple-choice questions or constructed-response taking into account the results of this study. Recommendation for Researchers: In this study a block of exams with CR questions is verified to complement the area of learning, returning greater performance in the evaluation of students and improving the teaching-learning process. Impact on Society: The results of this research confirm the findings of several other researchers that the use of ICT and the application of MCQ is an added value in the evaluation process. In most cases the student is more likely to succeed with MCQ, however if the teacher prefers to evaluate with CR other research approaches are needed. Future Research: Future research must include other question formats.

scholarly journals Development of E-Learning Modules and to Study its Influences among National Eligibility Test Aspirants in Physical Education Subject

2019 ◽  
Vol 8 (2) ◽  
pp. 117-119
Author(s):  
K. Tharmar
Keyword(s):  
Physical Education ◽  
Tamil Nadu ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Questions ◽  
Computer Laboratory ◽  
Learning Modules ◽  
E Learning ◽  
Group A ◽  
Group B

The purpose of the study was to develop e-learning modules and to study its influences among national eligibility test aspirants in physical education subject. To achieve this purpose initially thirty six male national eligibility test aspirants who had completed postgraduate in physical education in the last three years have been randomly selected from Tiruchirappalli and Pudukkottai Districts, Tamil Nadu state, India and their age ranged from 24 to 27 years. A multiple choice test (pre-test) based on the NET physical education syllabi was conducted for all the subjects and top twenty scorers were taken as the subjects for this study. Using matching procedure on the basis of their pre-test scores, subject were assigned to two equal groups of ten subjects each and named as group ‘A’ and group ‘B’. Group ‘A’ underwent teaching along with e-learning modules sessions and group ‘B’ undergone teaching sessions alone. To prepare the e-learning modules based on UGC–NET exam syllabus in physical education subject, the investigators had chosen unit seventh and prepare the ten modules with help of the mentor. The teaching of the syllabus was administered for both groups for a period of ten working days with each session lasting for an hour each day in the morning session. The e-learning modules developed by the investigators were shown to group ‘A’ for 15 to 20 minutes per day after the teaching session. For displaying e-learning modules, the computer laboratory was used. The post test was conducted to the both groups with a different set of multiple choice questions. To find out the difference between the two groups analysis of co-variance (ANCOVA) was used, where the final means were adjusted for differences in the initial means, and the adjusted means were tested for significance. It was found that the teaching along with e-learning modules showed significant improvement on national eligibility test aspirants in physical education subject.

Enhancing Electronic Examinations through Advanced Multiple-Choice Questionnaires

2012 ◽  
pp. 1645-1664
Author(s):  
Dimos Triantis ◽  
Errikos Ventouras
Keyword(s):  
Multiple Choice ◽  
Content Management ◽  
Management Systems ◽  
Special Focus ◽  
Multiple Choice Questions ◽  
Constructed Response ◽  
Adequate Knowledge ◽  
Learning Content ◽  
Training Activities ◽  
And Training

The present chapter deals with the variants of grading schemes that are applied in current Multiple-Choice Questions (MCQs) tests. MCQs are ideally suited for electronic examinations, which, as assessment items, are typically developed in the framework of Learning Content Management Systems (LCMSs) and handled, in the cycle of educational and training activities, by Learning Management Systems (LMS). Special focus is placed in novel grading methodologies, that enable to surpass the limitations and drawbacks of the most commonly used grading schemes for MCQs in electronic examinations. The paired MCQs grading method, according to which a set of pairs of MCQs is composed, is presented. The MCQs in each pair are similar concerning the same topic, but this similarity is not evident for an examinee that does not possess adequate knowledge on the topic addressed in the questions of the pair. The adoption of the paired MCQs grading method might expand the use of electronic examinations, provided that the new method proves its equivalence to traditional methods that might be considered as standard, such as constructed response (CR) tests. Research efforts to that direction are presented.

Student Achievement in Turkey, According to Question Types Used in PISA 2003-2012 Mathematic Literacy Tests

2018 ◽  
Vol 7 (1) ◽  
pp. 57
Author(s):  
Yesim Ozer Ozkan ◽  
Nesrin Ozaslan
Keyword(s):  
Student Assessment ◽  
Multiple Choice ◽  
Question Type ◽  
Multiple Choice Questions ◽  
Mathematical Literacy ◽  
Constructed Response ◽  
International Student Assessment ◽  
Pisa 2012 ◽  
Question Types ◽  
Literacy Test

The aim of this study is to determine the level of achievement of students participating in Programme for International Student Assessment (PISA) 2003 and PISA 2012 tests in Turkey according to questions in the mathematical literacy test. This study is a descriptive survey. Within the scope of the study, the mathematical literacy test items were classified as multiple-choice, complex multiple-choice and constructed response items according to the different question types. The ratio of correct and partially correct and incorrect response given to each question type has been determined. Findings show that the achievements of students differ according to different types of questions. While the question type with the highest success average in the PISA 2003 test was multiple-choice, students got the highest scores from complex multiple-choice questions in the PISA 2012 test. The questionnaire with the lowest success average was found to be complex multiple-choice questions in the PISA 2003 test while students got the lowest scores from constructed response items in the PISA 2012 test. According to the constructivist education approach effectuated in 2005-2006 academic year, it is expected to observe a rise in constructed response question type; however, findings of the study reveal that the success of constructed response questions is decreased according to the application years.

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