Comparison of Cognitive Achievement in Objective Testing: Multi-Digit and Multiple-Choice Tests.

Autor/inn/en	Anderson, Paul S.; Kanzler, Eileen M.
Titel	Comparison of Cognitive Achievement in Objective Testing: Multi-Digit and Multiple-Choice Tests.
Quelle	(1985), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Cloze Procedure; Comparative Testing; Computer Assisted Testing; Difficulty Level; Guessing (Tests); Higher Education; Knowledge Level; Multiple Choice Tests; Objective Tests; Recall (Psychology); Scores; Secondary Education; Student Attitudes; Test Construction; Test Format + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lückentext; Schwierigkeitsgrad; Erraten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Wissensbasis; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Objektiver Test; Abberufung; Sekundarbereich; Schülerverhalten; Testaufbau; Testentwicklung
Abstract	Test scores were compared for two types of objective achievement tests--multiple choice tests and the recently developed Multi-Digit Test (MDT) procedure. MDT is an approximation of the fill-in-the-blank technique. Students select their answers from long lists of alphabetized terms, with each answer corresponding to a number from 001 to 999. The answer sheets are scorable by computer. The results of previous research, as well as recent research in college undergraduate and high school classes, are both inconclusive. Some of the studies indicate advantages for the fill-in-the-blank style of test items, while other studies show no difference. No study has demonstrated that multiple choice testing resulted in superior test achievement. When students were questioned about their opinion of MDT, about half found it less desirable than multiple choice tests, yet preferable to open-ended fill-in-the-blank questions. About half considered MDT to be equal to or preferable to multiple choice tests. There was also some indication that study habits were different when students expected to be given MDT rather than multiple choice tests or traditional fill-in-the-blank tests. (GDC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC