Estimating the Effect on Grades of Using Multiple-Choice versus Constructive-Response Questions: Data from the Classroom

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  • Source:
    Educational Assessment, v17 n4 p200-213 2012. 14 pp.
  • Accession Number:
    http://dx.doi.org/10.1080/10627197.2012.735915
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • ISSN:
      1062-7197
    • Subject Terms:
    • Subject Terms:
    • Keyword:
      New Zealand
    • Abstract:
      This study investigates the degree to which grades based solely on constructed-response (CR) questions differ from grades based solely on multiple-choice (MC) questions. If CR questions are to justify their higher costs, they should produce different grade outcomes than MC questions. We use a data set composed of thousands of observations on individual students in introductory economics classes at a large public university. We note that the instructors of these classes made conscientious efforts to write CR questions that assessed higher levels of learning (Bloom, 1956). Despite this, we find relatively little difference in grade outcomes. Our analysis suggests that switching from an all-CR assessment to an all-MC assessment would produce grade variations that are similar to the differences that are observed for students across different tests. Although other studies have focused on test scores, frequently AP test scores, our study is the first to focus attention on university grades. We hope that our inability to identify substantial benefits to CR questions in terms of grades will stimulate further research to identify substantive benefits from using the more costly CR questions. (Contains 3 tables and 3 footnotes.)
    • Abstract:
      As Provided
    • Number of References:
      15
    • Physical Description:
      14
    • Education Level:
      Higher Education
    • Journal Code:
      APR2018
    • Publication Date:
      2012
    • Accession Number:
      EJ987388
  • Citations
    • ABNT:
      HICKSON, S.; REED, W. R.; SANDER, N. Estimating the Effect on Grades of Using Multiple-Choice versus Constructive-Response Questions: Data from the Classroom. Educational Assessment, [s. l.], v. 17, n. 4, p. 200–213, 2012. Disponível em: . Acesso em: 16 jul. 2019.
    • AMA:
      Hickson S, Reed WR, Sander N. Estimating the Effect on Grades of Using Multiple-Choice versus Constructive-Response Questions: Data from the Classroom. Educational Assessment. 2012;17(4):200-213. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ987388&custid=s8280428. Accessed July 16, 2019.
    • APA:
      Hickson, S., Reed, W. R., & Sander, N. (2012). Estimating the Effect on Grades of Using Multiple-Choice versus Constructive-Response Questions: Data from the Classroom. Educational Assessment, 17(4), 200–213. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ987388&custid=s8280428
    • Chicago/Turabian: Author-Date:
      Hickson, Stephen, W. Robert Reed, and Nicholas Sander. 2012. “Estimating the Effect on Grades of Using Multiple-Choice versus Constructive-Response Questions: Data from the Classroom.” Educational Assessment 17 (4): 200–213. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ987388&custid=s8280428.
    • Harvard:
      Hickson, S., Reed, W. R. and Sander, N. (2012) ‘Estimating the Effect on Grades of Using Multiple-Choice versus Constructive-Response Questions: Data from the Classroom’, Educational Assessment, 17(4), pp. 200–213. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ987388&custid=s8280428 (Accessed: 16 July 2019).
    • Harvard: Australian:
      Hickson, S, Reed, WR & Sander, N 2012, ‘Estimating the Effect on Grades of Using Multiple-Choice versus Constructive-Response Questions: Data from the Classroom’, Educational Assessment, vol. 17, no. 4, pp. 200–213, viewed 16 July 2019, .
    • MLA:
      Hickson, Stephen, et al. “Estimating the Effect on Grades of Using Multiple-Choice versus Constructive-Response Questions: Data from the Classroom.” Educational Assessment, vol. 17, no. 4, Jan. 2012, pp. 200–213. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ987388&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Hickson, Stephen, W. Robert Reed, and Nicholas Sander. “Estimating the Effect on Grades of Using Multiple-Choice versus Constructive-Response Questions: Data from the Classroom.” Educational Assessment 17, no. 4 (January 1, 2012): 200–213. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ987388&custid=s8280428.
    • Vancouver/ICMJE:
      Hickson S, Reed WR, Sander N. Estimating the Effect on Grades of Using Multiple-Choice versus Constructive-Response Questions: Data from the Classroom. Educational Assessment [Internet]. 2012 Jan 1 [cited 2019 Jul 16];17(4):200–13. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ987388&custid=s8280428