Multiple-choice questions and student characteristics

Henry A. Alker, Julia A. Carlson, Margaret G. Hermann

Research output: Contribution to journalArticle

7 Scopus citations

Abstract

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).

Original languageEnglish (US)
Pages (from-to)231-243
Number of pages13
JournalJournal of Educational Psychology
Volume60
Issue number3
DOIs
StatePublished - Jun 1 1969
Externally publishedYes

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Keywords

  • multiple choice question performance, creativity &
  • nonconformity &
  • preference for complexity &
  • test-wiseness, college students

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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