Explored relationships between performance on multiple-choice questions and characteristics which the critics suggest differentiate students who are rewarded from those who are penalized. The Ss were 108 undergraduate males. The characteristics examined were: creativity, nonconformity, ability to recognize ambiguity, preference for complexity, and test-wiseness. Analyses of the data for the Ss and for various subgroups supported some, but not all, of the critics' claims and suggested the need for reformulating arguments concerning multiple-choice assessment. (PsycINFO Database Record (c) 2006 APA, all rights reserved).
- multiple choice question performance, creativity &
- nonconformity &
- preference for complexity &
- test-wiseness, college students
ASJC Scopus subject areas
- Developmental and Educational Psychology