318,816 research outputs found

    Multiple Choice and Constructed Response Tests: Do Test Format and Scoring Matter?

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    Problem Statement: Nowadays, multiple choice (MC) tests are very common, and replace many constructed response (CR) tests. However, literature reveals that there is no consensus whether both test formats are equally suitable for measuring students' ability or knowledge. This might be due to the fact that neither the type of MC question nor the scoring rule used when comparing test formats are mentioned. Hence, educators do not have any guidelines which test format or scoring rule is appropriate. Purpose of Study: The study focuses on the comparison of CR and MC tests. More precisely, short answer questions are contrasted to equivalent MC questions with multiple responses which are graded with three different scoring rules. Research Methods: An experiment was conducted based on three instruments: A CR and a MC test using a similar stem to assure that the questions are of an equivalent level of difficulty. This procedure enables the comparison of the scores students gained in the two forms of examination. Additionally, a questionnaire was handed out for further insights into students' learning strategy, test preference, motivation, and demographics. In contrast to previous studies the present study applies the many-facet Rasch measurement approach for analyzing data which allows improving the reliability of an assessment and applying small datasets. Findings: Results indicate that CR tests are equal to MC tests with multiple responses if Number Correct (NC) scoring is used. An explanation seems straight forward since the grader of the CR tests did not penalize wrong answers and rewarded partially correct answers. This means that s/he uses the same logic as NC scoring. All other scoring methods such as the All or-Nothing or University-Specific rule neither reward partial knowledge nor penalize guessing. Therefore, these methods are found to be stricter than NC scoring or CR tests and cannot be used interchangeably. Conclusions: CR tests can be replaced by MC tests with multiple responses if NC scoring is used, due to the fact that the multiple response format measures more complex thinking skills than conventional MC questions. Hence, educators can take advantage of low grading costs, consistent grading, no scoring biases, and greater coverage of the syllabus while students benefit from timely feedback. (authors' abstract

    Using Individual and Group Multiple-Choice Quizzes to Deepen Students\u27 Learning

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    For years, I was highly skeptical about using multiple-choice questions to assess law students\u27 learning.\u27 Clients, after all, do not ask lawyers to solve multiple-choice problems. I have realized, however, that multiple-choice quizzes can be a highly effective technique to include in any doctrinal class. Well-designed multiple-choice quizzes can help students in any size class learn foundational doctrine, provide feedback to teachers and students, develop students\u27 interpersonal skills, and prepare students for the bar exam. Having used multiple-choice quizzes in first year and upper-level courses for several years, I now value multiple-choice quizzes as an effective first step in preparing students to engage in solving complex legal problems. When used with other assessments\u27 as part of a comprehensive, coherent, and intentional overall course design, multiple-choice quizzes are effective in preparing law students for the deep learning necessary to practice law effectively. This Article focuses on a particular approach to using multiple choice quizzes. In this approach, a one-semester course is broken into five to seven modules, and students individually complete a scheduled, closed-book, multiple-choice quiz toward the beginning of each new course module, before the material is formally covered in class but after students have completed reading on the topic. Each quiz primarily tests students on foundational doctrine for the new module and incorporates previous course material. After taking the multiple choice quiz individually, students immediately retake the same quiz in small groups, earning grades for both their individual and group quiz scores. Following the group quiz, students can appeal the answers their group got wrong. At the end of the multiple-choice quiz process, the teacher provides a mini-lecture, focusing on those multiple-choice questions and topics that were most challenging. This Article first shows why using this method of multiple-choice quizzes is effective and appropriate in law school doctrinal classes. The remainder of the Article suggests how to design and use these quizzes to maximize their effectiveness

    Informing Writing: The Benefits of Formative Assessment

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    Examines whether classroom-based formative writing assessment - designed to provide students with feedback and modified instruction as needed - improves student writing and how teachers can improve such assessment. Suggests best practices

    Applying science of learning in education: Infusing psychological science into the curriculum

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    The field of specialization known as the science of learning is not, in fact, one field. Science of learning is a term that serves as an umbrella for many lines of research, theory, and application. A term with an even wider reach is Learning Sciences (Sawyer, 2006). The present book represents a sliver, albeit a substantial one, of the scholarship on the science of learning and its application in educational settings (Science of Instruction, Mayer 2011). Although much, but not all, of what is presented in this book is focused on learning in college and university settings, teachers of all academic levels may find the recommendations made by chapter authors of service. The overarching theme of this book is on the interplay between the science of learning, the science of instruction, and the science of assessment (Mayer, 2011). The science of learning is a systematic and empirical approach to understanding how people learn. More formally, Mayer (2011) defined the science of learning as the “scientific study of how people learn” (p. 3). The science of instruction (Mayer 2011), informed in part by the science of learning, is also on display throughout the book. Mayer defined the science of instruction as the “scientific study of how to help people learn” (p. 3). Finally, the assessment of student learning (e.g., learning, remembering, transferring knowledge) during and after instruction helps us determine the effectiveness of our instructional methods. Mayer defined the science of assessment as the “scientific study of how to determine what people know” (p.3). Most of the research and applications presented in this book are completed within a science of learning framework. Researchers first conducted research to understand how people learn in certain controlled contexts (i.e., in the laboratory) and then they, or others, began to consider how these understandings could be applied in educational settings. Work on the cognitive load theory of learning, which is discussed in depth in several chapters of this book (e.g., Chew; Lee and Kalyuga; Mayer; Renkl), provides an excellent example that documents how science of learning has led to valuable work on the science of instruction. Most of the work described in this book is based on theory and research in cognitive psychology. We might have selected other topics (and, thus, other authors) that have their research base in behavior analysis, computational modeling and computer science, neuroscience, etc. We made the selections we did because the work of our authors ties together nicely and seemed to us to have direct applicability in academic settings

    Learning from their mistakes - an online approach to evaluate teacher education students\u27 numeracy capability

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    Teachers’ numeracy capability is essential for student learning in the classroom and important across all subject areas, not only within mathematics. This study investigated the use of online diagnostic tests as a form of assessment for learning, to evaluate and support teacher education students (TES) in developing their numeracy skills. Data was collected using the “Test” feature through the Blackboard learning management system at two Australian universities. In this paper, we report on trends amongst TES who showed growth in their numeracy capability through the repeated use of the diagnostic test

    Team-Based Learning in Law

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    Used for over thirty years in a wide variety of fields, Team-Based Learning is a powerful teaching strategy that improves student learning. Used effectively, it enables students to actively engage in applying legal concepts in every class -- without sacrificing coverage. Because this teaching strategy has been used in classes with over 200 students, it also provides an efficient and affordable way to provide significant learning. Based on the principles of instructional design, Team-Based Learning has built-in student accountability, promotes independent student preparation, and fosters professional skills. This article provides an overview of Team-Based Learning, reasons to adopt this teaching strategy in light of Best Practices for Legal Education and the Carnegie and MacCrate reports, concrete methods to use Team-Based Learning in Law School, and ways to address challenges to this teaching strategy. Co-authors Sophie M. Sparrow and Margaret Sova McCabe provide examples from their years of teaching a variety of courses using Team-Based Learning
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