Comparison of Performance on Multiple-Choice Questions and Open-Ended Questions in an Introductory Astronomy Laboratory

Autor/inn/en	Wooten, Michelle M.; Cool, Adrienne M.; Prather, Edward E.; Tanner, Kimberly D.
Titel	Comparison of Performance on Multiple-Choice Questions and Open-Ended Questions in an Introductory Astronomy Laboratory
Quelle	In: Physical Review Special Topics - Physics Education Research, 10 (2014) 2, S.020103-1 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-9178
DOI	10.1103/PhysRevSTPER.10.020103
Schlagwörter	Astronomy; Introductory Courses; Comparative Analysis; Performance; Questioning Techniques; Multiple Choice Tests; Evidence; Scoring Rubrics; College Science; Science Instruction; College Students + Suchen Sie Ihr Suchwort? Astronomie; Einführungskurs; Achievement; Leistung; Befragungstechnik; Fragetechnik; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Evidenz; Scoring formulas; Auswertungsbogen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Collegestudent
Abstract	When considering the variety of questions that can be used to measure students' learning, instructors may choose to use multiple-choice questions, which are easier to score than responses to open-ended questions. However, by design, analyses of multiple-choice responses cannot describe all of students' understanding. One method that can be used to learn more about students' learning is the analysis of the open-ended responses students' provide when explaining their multiple-choice response. In this study, we examined the extent to which introductory astronomy students' performance on multiple-choice questions was comparable to their ability to provide evidence when asked to respond to an open-ended question. We quantified students' open-ended responses by developing rubrics that allowed us to score the amount of relevant evidence students' provided. A "minimum rubric score" was determined for each question based on two astronomy educators perception of the minimum amount of evidence needed to substantiate a scientifically accurate multiple-choice response. The percentage of students meeting both criteria of (1) attaining the minimum rubric score and (2) selecting the correct multiple-choice response was examined at three different phases of instruction: directly before lab instruction, directly after lab instruction, and at the end of the semester. Results suggested that a greater proportion of students were able to choose the correct multiple-choice response than were able to provide responses that attained the minimum rubric score at both the post-lab and post-instruction phases. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10