Assessing the Validity of Multiple-Choice Questions in Measuring Fourth Graders' Ability to Interpret Graphs about Motion and Temperature

Autor/inn/en	Dulger, Mehmet; Deniz, Hasan
Titel	Assessing the Validity of Multiple-Choice Questions in Measuring Fourth Graders' Ability to Interpret Graphs about Motion and Temperature
Quelle	In: International Journal of Environmental and Science Education, 12 (2017) 2, S.177-193 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3065
Schlagwörter	Test Validity; Multiple Choice Tests; Elementary School Students; Grade 4; Graphs; Physical Sciences; Scientific Concepts; Motion; Climate; Heat; Interviews; Student Attitudes; Knowledge Level; Protocol Analysis; Student Evaluation; Grading; Charter Schools; Data Analysis; Nevada (Las Vegas) + Suchen Sie Ihr Suchwort? Testvalidität; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; School year 04; 4. Schuljahr; Schuljahr 04; Grafische Darstellung; Natural sciences; Naturwissenschaften; Naturwissenschaft; Bewegungsablauf; Klima; Hitze; Interviewing; Interviewtechnik; Schülerverhalten; Wissensbasis; Schulnote; Studentische Bewertung; Notengebung; Charter school; Charter-Schule; Auswertung
Abstract	The purpose of this paper is to assess the validity of multiple-choice questions in measuring fourth grade students' ability to interpret graphs related to physical science topics such as motion and temperature. We administered a test including 6 multiple-choice questions to 28 fourth grade students. Students were asked to explain their thinking in writing for each question. In addition, we interviewed all 28 students and asked them to justify their answer for each question by thinking out loud. We found that a significant number of students were not able to provide appropriate explanations for their correct answers. Interestingly, however, a significant number of students were able to provide appropriate explanations even though they initially selected an incorrect response. As a result of this study, we suggest caution in using multiple-choice questions as a single data source to assign grades or to make other important decisions about student achievement. (As Provided).
Anmerkungen	LOOK Academic Publishers. Knobbelzwaansingel 211 Den Haag 2496LN, Netherlands. Tel: 31-20-217-0912; e-mail: editor@lookacademy.nl; Web site: http://www.ijese.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01