Switching from written short-answer to multiple-choice test format did not substantially change score levels¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The article reports that changing the test format from written short answers to MCQs did not make a very significant difference in the score range. → Suleiman 2016
Evidence¶
Suleiman 2016¶
Abdulqadir Mohamad Suleiman. (2016). Concept Attainment Teaching Methodology (CATM) – An Effective Approach for Training Workers on Chemicals Health Hazards. Universal Journal of Educational Research 4(11): 2677-2685. https://doi.org/10.13189/ujer.2016.041122
q2 · i? · causal · r1
Authors' comparison of written-format scores in the first period with MCQ-format scores in the second period; MCQ scores were only slightly better. The authors conclude low pre-test scores reflected low knowledge rather than writing skill alone.
"Changing the format of the test from shorts answers to MCQs did not make a very significant difference in the scores range. Despite the 100% response in the Pre-test of the second period, the scores in the Pre-test and Post-test1 in the two periods were not very different."
Discussion¶
Related Claims¶
- Knowledge retained one month after CATM training, with post-test2 scores exceeding post-test1 in both periods — related
- Short-answer (production) and multiple-choice (recognition) retrieval practice produce no statistically significant difference in undergraduates' reading comprehension on a final MCQ test — related
- Evidence on practice effects of VSAQs versus MCQs is mixed, with no consistent advantage for either format — related
- Practice test format moderates the testing effect: mixed-format (g = 0.80) and multiple-choice (g = 0.70) practice tests produced larger effects than short-answer tests (g = 0.48) — related
- Evidence on whether initial short-answer questions produce more learning than initial multiple-choice questions is mixed, with recent studies finding little or no difference — related
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