> Wow! I think a good multiple choice test is MUCH superior to a poor
> essay exam.
I agree,
And I think that a good essay exam(with a good scoring rubric) is MUCH superior
to a poor multiple-choice test!
I agree that students have different strengths and weaknesses but I do not
think evaluation schemes should pander to that. The logical extension of this
is that we would individualize our evaluations! Rather, I think we should
create our evaluation schemes around our course goals. Personally, I want
students to show what they know, and I want them to show that they can express
themselves in good, clear plain old English. So, at least for the intro
courses, there is some multiple-choice, some short-answer and some essay
examination format (as I noted in an earlier post) and there is also a term
paper requirement, where the student writes an essay debating a research
question on the basis of scientific evidence. If, as Michael says, some
students cannot write, thenI am afraid they will not do well. So be it. But
with the multiple-choice, definitions and short answers, they can pass.
Stuart
______________________________________________
Stuart J. McKelvie, Ph.D.,
Department of Psychology,
Bishop's University,
Route 108 East,
Borough of Lennoxville, Sherbrooke,
Québec J1M 1Z7,
Canada.
E-mail: [EMAIL PROTECTED]
Phone: (819)822-9600, Extension 2402
Fax: (819)822-9660
Bishop's Psychology Department Web Page:
http/:www.ubishops.ca/ccc/dev/soc/psy
__________________________________
> -----Original Message-----
> From: Annette Taylor, Ph. D. [mailto:[EMAIL PROTECTED]
> Sent: Friday, May 05, 2006 10:22 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] Multiple choice tests (was: scan tron problem or integrity
> problem?
>
I think that the vast majority of teachers have no clue
> how to write a good exam question and especially no clue on how to
> write a good scoring rubric for reliable scoring! The two go hand in
> hand and are as challenging to write, if not more challenging to write
> than MCs.
>
> All of my exams are half and half. I see a few students who do better
> on one half or the other, and most do about the same. The two types of
> items are each more efficient for assessing different types of
> knowledge/learning. The MCs are better for me to test factual
> knowledge, but also many of my items test conceptual knowledge, or
> knowledge for transfer from a definition to an application.
>
> Annette
>
> Quoting Joan Warmbold <[EMAIL PROTECTED]>:
>
> > Folks,
> >
> > Why do you give MC tests? Do you honestly think they measure their
> > knowledge of the material or their 'test smartness?'
> >
> > Joan
> > [EMAIL PROTECTED]
> >
> >
> Annette Kujawski Taylor, Ph. D.
> Professor of Psychology
> University of San Diego
> 5998 Alcala Park
> San Diego, CA 92110
> 619-260-4006
> [EMAIL PROTECTED]
>
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