Discrepant performance on multiple‐choice and short answer assessments and the relation of performance to general scholastic aptitude
Bibliographic Data
| ID | 19378638 |
|---|---|
| Authors | April Bleske‐rechek (0000-0003-3578-2105, University of Wisconsin–Eau Claire, corresponding author), Nicole Zeug (University of Wisconsin–Eau Claire), Nicole M Zeug (University of Wisconsin–Eau Claire), Rose Mary Webb (0000-0003-0669-2813, Appalachian State University) |
| Year | 2007 |
| Volume | 32 |
| Issue | 2 |
| Pages | 89-105 |
| Publication date | 2007-04-01 |
| 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 | 10.1080/02602930600800763 |
| OpenAlex | W2100214123 |
| Language | EN |
| Citations received | 2 |
| References cited | 9 |
We conducted correlational and performance discrepancy analyses on exam and achievement data taken from students in three psychology courses. Across courses, the same findings emerged. First, only a small fraction of students consistently performed more strongly on one type of assessment (e.g., multiple‐choice) than on another (e.g., short answer). Second, students’ multiple‐choice performance, above and beyond their short answer performance, accounted for variation in students’ standing on achievement measures unrelated to psychology (including high school class standing, American College Test score, and college grade point average). In contrast, students’ short answer performance, above and beyond their multiple‐choice performance, did not account for variation in students’ standing on those achievement measures. Our findings support the continued use of multiple‐choice items to assess student learning
Academic achievement · Achievement test · Aptitude · Developmental psychology · Mathematics education · Multiple choice · Significant difference · Standardized test · Statistics · Cognitive Abilities and Testing · Education, Achievement, and Giftedness · Mathematics · Psychology · Psychometric Methodologies and Testing · Social Psychology
| Citations per year | 0.17 |
|---|---|
| Citation span | 2014 - 2021 (8) |
| Highly cited | No |