An Experiment on Multiple‐choice Versus Open‐ended Answering in a Vocabulary Test
Bibliographic Data
| ID | 9615851 |
|---|---|
| Authors | A W Heim (University of Cambridge), K P Watts (University of Cambridge) |
| Year | 1967 |
| Volume | 37 |
| Issue | 3 |
| Pages | 339-346 |
| Publication date | 1967-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8279.1967.tb01950.x |
| OpenAlex | W2088317592 |
| Language | EN |
| Citations received | 2 |
S ummary . An experiment was conducted in which the results of multiple‐choice and open‐ended techniques were compared on a test of vocabulary (Test E of the Self‐judging Vocabulary Scale). The subjects were two groups, each consisting of fifty naval ratings, equated on intelligence test AH 4. Group M took the vocabulary test in its multiple‐choice form immediately followed by the same test in open‐ended form; for Group O, the order was reversed. Significant differences were found between multiple‐choice and open‐ended scores, the former being substantially higher than the latter. The order in which the two forms of vocabulary test were taken was found to influence (a) the subjects' responses and (b) the association between intelligence test and vocabulary test scores. On both forms of the vocabulary test, the subjects' scores proved to be closely related to their self‐estimates of word‐familiarity
Linguistics · Multiple choice · Significant difference · Statistics · Test (biology) · Vocabulary · Word (group theory) · Intelligent Tutoring Systems and Adaptive Learning · Mathematics · Psychology
| Unique citing works | 2 |
|---|---|
| Citations per year | 0.04 |
| Citation span | 1981 - 1992 (12) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |