Comparison of examination methods based on multiple-choice questions and constructed-response questions using personal computers

dc.contributor.author	Βεντούρας, Ερρίκος Μ.	el
dc.contributor.author	Τριαντής, Δήμος	el
dc.contributor.author	Τσιάκας, Παναγιώτης Κ.	el
dc.contributor.author	Στεργιόπουλος, Χαράλαμπος Χ.	el
dc.date.accessioned	2015-05-09T20:00:01Z
dc.date.available	2015-05-09T20:00:01Z
dc.date.issued	2015-05-09
dc.identifier.uri	http://hdl.handle.net/11400/10046
dc.rights	Αναφορά Δημιουργού-Μη Εμπορική Χρήση-Όχι Παράγωγα Έργα 3.0 Ηνωμένες Πολιτείες	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/3.0/us/	*
dc.source	http://www.sciencedirect.com	en
dc.subject	Evaluation methodologies
dc.subject	Automated grading
dc.subject	Μεθοδολογίες αξιολόγησης
dc.subject	Αυτοματοποιημένη ταξινόμηση
dc.title	Comparison of examination methods based on multiple-choice questions and constructed-response questions using personal computers	en
heal.type	journalArticle
heal.classification	Technology
heal.classification	Electronics
heal.classification	Τεχνολογία
heal.classification	Ηλεκτρονική
heal.classificationURI	http://id.loc.gov/authorities/subjects/sh85133147
heal.classificationURI	http://id.loc.gov/authorities/subjects/sh85042383
heal.classificationURI	N/A-Τεχνολογία
heal.classificationURI	N/A-Ηλεκτρονική
heal.identifier.secondary	DOI: 10.1016/j.compedu.2009.08.028
heal.language	en
heal.access	campus
heal.bibliographicCitation	Ventouras, E., Triantis, D., Tsiakas, P. and Stergiopoulos, C. (2010) Comparison of examination methods based on multiple-choice questions and constructed-response questions using personal computers. "Computers and Education", 54 (2), p.455-461	en
heal.abstract	The aim of the present research was to compare the use of multiple-choice questions (MCQs) as an examination method, to the examination based on constructed-response questions (CRQs). Despite that MCQs have an advantage concerning objectivity in the grading process and speed in production of results, they also introduce an error in the final formulation of the score. The error is traced to the probability of answering a question by chance or based on an instinctive feeling, which does not enable the ascertainment of the knowledge of the whole background included in the question. In the present study, both MCQ and CRQ tests were given to examinees, in the framework of a computer-based learning system. Avoiding the procedure of mixed scoring, e.g. both positive and negative markings, a set of pairs of MCQs was composed. The MCQs in each pair were similar concerning the same topic, but this similarity was not evident for an examinee that did not possess adequate knowledge on the topic addressed in the questions of the pair. The examination based on these “paired” MCQs, by using a suitable scoring rule, when made to the same sample of students, οn the same topics and with the same levels of difficulty, gave results that were statistically indistinguishable with the grades produced by an examination based on CRQs, while both the “paired” MCQ test results and the CRQ test results differed significantly from those obtained from a MCQ test using positive-only scoring rule.	en
heal.publisher	Elsevier	en
heal.journalName	Computers and Education	en
heal.journalType	peer-reviewed
heal.fullTextAvailability	false