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Abstract Title: Correlation Between Students' Performance on Free-response and Multiple-choice Questions
Abstract: While a multiple-choice test provides an efficient tool for assessment, instructors are often concerned that a free-response format facilitates a more accurate understanding of students' thought processes.  Moreover, free-response questions allow students to get partial credit for displaying different extent of understanding of the subject tested.  Here, we discuss a study in which two carefully designed research-based multiple-choice questions were transformed into free-response format and implemented on an exam in a calculus-based introductory physics course. Students' performance on the free-response questions was graded twice, first by using a rubric, and secondly by converting the answers back to one of the choices in the original multiple-choice format. There was an excellent match between the different free-response answers and the original choices in the multiple-choice questions. The strong correlation between the two scores graded using different methods suggests that carefully designed multiple-choice assessments can mirror the relative performance on the free-response questions.
Abstract Type: Gallery Session Poster
Poster Gallery Session: Multiple Assessments of Multiple-choice Assessments

Author/Organizer Information

Primary Contact: Shih-Yin Lin
University of Pittsburgh
and Co-Presenter(s)
Chandralekha Singh, University of Pittsburgh