I used multiple-choice tests in this class for a few reasons: First, it was a large class with 120+ students. Second, I didn't have a teaching assistant to help with grading (or for that matter, anything else with the class). Third, I'm teaching as an adjunct professor in addition to my full-time clinical and administrative duties.
Personally, I tend to favor assignments and papers over multiple-choice exams. But when I have done multiple-choice exams in the past, I typically have chosen applied or conceptual questions rather than strict definitions, and also ran extensive item analyses. I suspect that students really learned from the post-exam reviews when we would go over the test questions. In fact, at one point I began giving in-class practice exams and then going over those exams in class prior to the real thing. I like the idea of open-book exams, though, particularly at the graduate level. _______________________________________________ Roderick D. Hetzel, Ph.D. Staff Psychologist and Coordinator of Training Baylor University Counseling Center One Bear Place #97060 Waco, Texas 76798-7060 254-710-2467 (phone) 254-710-2460 (fax) [EMAIL PROTECTED] (email) CONFIDENTIALITY NOTICE: This electronic email, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure, or distribution is prohibited. If you received this electronic email and are not the intended recipient, please contact the sender by phone or by electronic email reply and destroy all copies of the original message. > -----Original Message----- > From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] > Sent: Friday, May 05, 2006 8:56 AM > To: Teaching in the Psychological Sciences (TIPS) > Subject: [tips] RE: Why do you give MC tests? (was 'scantron > problem or integrity problem?') > > > > ---- Original Message ---- > From: [EMAIL PROTECTED] > To: [email protected] > Subject: RE: [tips] RE: Why do you give MC tests? (was 'scantron > problem or integrity problem?') > Date: Fri, 5 May 2006 09:29:01 -0400 > > >Dear Tipsters, > > > >Following Ed's response, I agree that there are practical reasons > >(number of students) to give multiple-choice tests. I also agree that > >they can be used to sample many points, albeit briefly. Therefore, I > >use them in my introductory psychology courses (enrolment about 60 to > >70 in a section). However, they only constitute about half of the > >grade in two "mid-term" progress tests (which count towards 35 of the > >course grade), the other half being based on short-answer questions. > >The cumulative final eam consists of definitions, short-answers and > >one essay. > > > >In all other courses, I want students to articulate their ideas, so > >examinations consist of short-answer and essay questions. > > > >Sincerely, > > > >Stuart > > > Although writing is exact,I am concerned if writing out answers > may pose some current validity issues.Perhaps Canadian students may > be better at writing than U.S students.With the at times emphasis on > differential learning styles,the one size (writing) fits all may > raise some issues.There are students who articulate in other ways, > particularly in this age of the multicultural classroom. > > Michael Sylvester,PhD > Daytona Beach,Florida > > > --- > To make changes to your subscription go to: > http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mo de=0&lang=english > > --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
