Multiple-choice questions and student characteristics

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

doi:10.1037/h0027615

Multiple-choice questions and student characteristics

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

Research output: Contribution to journal › Article › peer-review

8 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 language	English (US)
Pages (from-to)	231-243
Number of pages	13
Journal	Journal of Educational Psychology
Volume	60
Issue number	3
DOIs	https://doi.org/10.1037/h0027615
State	Published - Jun 1969
Externally published	Yes

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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10.1037/h0027615

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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).",

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year = "1969",

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AB - 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).

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KW - preference for complexity &

KW - test-wiseness, college students

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Multiple-choice questions and student characteristics

Abstract

Keywords

ASJC Scopus subject areas

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