Differences in Reaction to Immediate Feedback and Opportunity to Revise Answers for Multiple-Choice and Open-Ended Questions

Autor/inn/en	Attali, Yigal; Laitusis, Cara; Stone, Elizabeth
Titel	Differences in Reaction to Immediate Feedback and Opportunity to Revise Answers for Multiple-Choice and Open-Ended Questions
Quelle	In: Educational and Psychological Measurement, 76 (2016) 5, S.787-802 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/0013164415612548
Schlagwörter	Test Items; Questioning Techniques; Differences; Student Reaction; Feedback (Response); Multiple Choice Tests; Grade 8; Interaction; Reaction Time; Test Construction; Reliability; Statistical Analysis; Correlation; Middle School Students; Mathematics; Problem Solving; Individualized Education Programs + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Befragungstechnik; Fragetechnik; Unterscheiden; Schülerkritik; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; School year 08; 8. Schuljahr; Schuljahr 08; Interaktion; Reaktionsvermögen; Testaufbau; Reliabilität; Statistische Analyse; Korrelation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematik; Problemlösen; Individualized education program; Individualisierendes Lernen
Abstract	There are many reasons to believe that open-ended (OE) and multiple-choice (MC) items elicit different cognitive demands of students. However, empirical evidence that supports this view is lacking. In this study, we investigated the reactions of test takers to an interactive assessment with immediate feedback and answer-revision opportunities for the two types of items. Eighth-grade students solved mathematics problems, both MC and OE, with standard instructions and feedback-and-revision opportunities. An analysis of scores based on revised answers in feedback mode revealed gains in measurement precision for OE items but not for MC items. These results are explained through the concept of effortful engagement--the OE format encourages more mindful engagement with the items in interactive mode. This interpretation is supported by analyses of response times and test takers' reports. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01