Abstract
We discuss a study to evaluate the extent to which free-response questions could be approximated by multiple-choice equivalents. Two carefully designed research-based multiple-choice questions were transformed into a free-response format and administered on the final exam in a calculus-based introductory physics course. The original multiple-choice questions were administered in another similar introductory physics course on final exam. Findings suggest that carefully designed multiple-choice questions can reflect the relative performance of the free-response questions while maintaining the benefits of ease of grading and quantitative analysis, especially if the different choices in the multiple-choice questions are weighted to reflect the different levels of understanding that students display.
| Original language | English |
|---|---|
| Title of host publication | 2011 Physics Education Research Conference |
| Pages | 47-50 |
| Number of pages | 4 |
| DOIs | |
| Publication status | Published - 2012 Mar 1 |
| Event | 2011 Physics Education Research Conference - Omaha, NE, United States Duration: 2011 Aug 3 → 2011 Aug 4 |
Publication series
| Name | AIP Conference Proceedings |
|---|---|
| Volume | 1413 |
| ISSN (Print) | 0094-243X |
| ISSN (Electronic) | 1551-7616 |
Other
| Other | 2011 Physics Education Research Conference |
|---|---|
| Country | United States |
| City | Omaha, NE |
| Period | 11-08-03 → 11-08-04 |
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All Science Journal Classification (ASJC) codes
- Physics and Astronomy(all)
Cite this
}
Can multiple-choice questions simulate free-response questions? / Lin, Shih Yin; Singh, Chandralekha.
2011 Physics Education Research Conference. 2012. p. 47-50 (AIP Conference Proceedings; Vol. 1413).Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
TY - GEN
T1 - Can multiple-choice questions simulate free-response questions?
AU - Lin, Shih Yin
AU - Singh, Chandralekha
PY - 2012/3/1
Y1 - 2012/3/1
N2 - We discuss a study to evaluate the extent to which free-response questions could be approximated by multiple-choice equivalents. Two carefully designed research-based multiple-choice questions were transformed into a free-response format and administered on the final exam in a calculus-based introductory physics course. The original multiple-choice questions were administered in another similar introductory physics course on final exam. Findings suggest that carefully designed multiple-choice questions can reflect the relative performance of the free-response questions while maintaining the benefits of ease of grading and quantitative analysis, especially if the different choices in the multiple-choice questions are weighted to reflect the different levels of understanding that students display.
AB - We discuss a study to evaluate the extent to which free-response questions could be approximated by multiple-choice equivalents. Two carefully designed research-based multiple-choice questions were transformed into a free-response format and administered on the final exam in a calculus-based introductory physics course. The original multiple-choice questions were administered in another similar introductory physics course on final exam. Findings suggest that carefully designed multiple-choice questions can reflect the relative performance of the free-response questions while maintaining the benefits of ease of grading and quantitative analysis, especially if the different choices in the multiple-choice questions are weighted to reflect the different levels of understanding that students display.
UR - http://www.scopus.com/inward/record.url?scp=84863146782&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84863146782&partnerID=8YFLogxK
U2 - 10.1063/1.3679990
DO - 10.1063/1.3679990
M3 - Conference contribution
AN - SCOPUS:84863146782
SN - 9780735409903
T3 - AIP Conference Proceedings
SP - 47
EP - 50
BT - 2011 Physics Education Research Conference
ER -