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

dc.contributor.author	Τριαντής, Δήμος	el
dc.contributor.author	Στεργιόπουλος, Χαράλαμπος Χ.	el
dc.contributor.author	Τσιάκας, Παναγιώτης Κ.	el
dc.date.accessioned	2015-05-09T20:45:23Z
dc.date.available	2015-05-09T20:45:23Z
dc.date.issued	2015-05-09
dc.identifier.uri	http://hdl.handle.net/11400/10051
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.source	http://www.csedu.org/CSEDU2009/	en
dc.subject	Computer-aided assessment
dc.subject	Evaluation methodologies
dc.subject	Automated grading
dc.subject	Αυτοματοποιημένη ταξινόμηση
dc.subject	Μεθοδολογίες αξιολόγησης
dc.subject	Ηλεκτρονική αξιολόγηση
dc.title	Comparison of oral examination and examination methods based on multiple-choice questions using personal computers	en
heal.type	conferenceItem
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.2010.10.003
heal.language	en
heal.access	campus
heal.publicationDate	2009-03-23
heal.bibliographicCitation	Triantis, D., Stergiopoulos, C. and Tsiakas, P. (2009) Comparison of oral examination and examination methods based on multiple-choice questions using personal computers. In 1st International Conference on Computer Supported Education, Proceedings. 23rd to 26th March 2009. Lisbon, p.13-18	en
heal.abstract	The aim of the present research was to compare the use of multiple-choice questions (MCQs) as an examination method against the oral examination (OE) method. MCQs are widely used and their importance seems likely to grow, due to their inherent suitability for electronic assessment. However, MCQs are influenced by the tendency of examinees to guess answers, warranting research concerning scoring rules different from the simple positive-grades-only scores rule. Alternatively, OE is used in tertiary education, since it enables the assessment of intellectual capabilities and personal traits to a level not found in most other examination formats. However, the significant resource requirements of OE, especially in structured forms, might excessively strain the resources of academic institutions. In the present study, an MCQ test was given to examinees, in the framework of a computer-based learning system. The same examinees took also an OE possessing elements of structure, with three examiners concurrently and independently grading each of the examinees. In the MCQs examination 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 scoring of the paired questions avoided the procedure of mixed-scoring, i.e., both positive and negative markings, while at the same time a pair-wise bonus/penalty scoring rule was adopted. The results of the “paired” MCQs examination, when using the pair-wise scoring rule, were statistically indistinguishable with the grades produced by the OE, when made to the same sample of students, on the same topics and with the same levels of difficult. Both the results of the paired MCQs examination, when using the pair-wise scoring rule, and the OE results differed significantly from those obtained by scoring the same MCQs using a positive-grades-only scoring rule that ignored the pairing of MCQs.	en
heal.fullTextAvailability	false
heal.conferenceName	1st International Conference on Computer Supported Education	en
heal.conferenceItemType	poster