Assertion‐reason multiple‐choice testing as a tool for deep learning
A qualitative analysis
Bibliographic Data
| ID | 19378554 |
|---|---|
| Authors | Jeremy B Williams (0000-0001-9371-443X, GlobalFoundries (Singapore), corresponding author) |
| Year | 2006 |
| Volume | 31 |
| Issue | 3 |
| Pages | 287-301 |
| Publication date | 2006-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602930500352857 |
| OpenAlex | W1581141730 |
| Language | EN |
| Citations received | 7 |
| References cited | 9 |
This paper reflects on the ongoing debate surrounding the usefulness (or otherwise) of multiple‐choice questions (MCQ) as an assessment instrument. The context is a graduate school of business in Australia where an experiment was conducted to investigate the use of assertion‐reason questions (ARQ), a sophisticated form of MCQ that aims to encourage higher‐order thinking on the part of the student. It builds on the work of Connelly (2004 Connelly, L. B. 2004. “Assertion‐reason assessment in formative and summative tests: results from two graduate case studies”. In Educational innovation in economics and business VIII: pedagogy, technology and innovation, Edited by: Ottewill, R., Borredon, E., Falque, L., Macfarlane, B. and Wall, A. 359–378. Dordrecht: Kluwer Academic Publishers. [Google Scholar]) which produced a quantitative analysis of the use of ARQ testing in two economics course units in a flexibly‐delivered Master of Business Administration (MBA) program. Connelly's main findings were that ARQ tests were good substitutes for the more conventional type of multiple‐choice/short‐answer type questions and, perhaps more significantly, ARQ test performance was a good predictor of student performance in essays—the assessment instrument most widely favoured as an indicator of deeper learning. The main focus of this paper is the validity of the second of these findings, analysis of questionnaire data casting some doubt over whether student performance in ARQ tests can, indeed, be looked upon as a sound indicator of deeper learning—student reactions and opinions suggesting instead that performance might have more to do with one's proficiency in the English language
Assertion · Linguistics · Mathematics education · Multiple choice · Computer Science · Education and Critical Thinking Development · Evaluation of Teaching Practices · Psychology · Student Assessment and Feedback
Implementing a university-wide strategy for assessing graduate qualities in the health sciences
Re-engineering the multiple choice question exam for social work
Evaluation of Final Examination Papers in Engineering
Using student-generated questions for student-centred assessment
Helping students understand the standards of work expected in an essay
Non‐traditional learners in higher education
How to encourage a lifelong learner? The complex relation between learning strategies and assessment in a medical curriculum
Quantifying the Effects of Chance in Multiple Choice and True/False Tests
What do inventories of students' learning processes really measure? A theoretical review and clarification
On Qualitative Differences in Learning-ii Outcome as a Function of the Learner's Conception of the Task
On Qualitative Differences in Learning
Cultural Equivalence in the Assessment of Home and International Business Management Students
Students' experiences in studying for multiple choice question examinations
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,44 |
| Citation span | 2010 - 2021 (12) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 7 |