I have found strong positive associations between the multiple choice tests I
develop and short essay homework assignments. Those who can't answer real
multiple choice (NOT just regurgitation type) questions also do not know the
material well enough for essays. Just asking for recognition of the definition
of say "random assignment in an experiment" is usually easy, but asking them in
a short essay to explain the purpose of random assignment requires more than
just definitional information and can be tougher. Many of my MC questions
require recognition of examples or illustrations of concepts, not just
definitions. Of course, some might find it more difficult to objectively grade
essays, and some might use written assignments to curve or otherwise soften up
their grading.
My Asian students have trouble with language on the exams, but work hard
and often perform fine. Some of the top students right now in my classes are
from the Middle East or traditional students with brain injuries who are
working extra hard to compensate for their challenges. I know of other systems
around the world that require students to do their own studying and then pass a
couple of major exams in an area. Attending lectures are optional. If these
exams are objectively graded and require actual knowledge or mastery of the
material, I see no problem with that approach either. The range of topics and
depth of understanding can be assessed fine with MC questions that would
otherwise require an essay over each section or chapter. I guess it depends on
course objectives. I have no problem with either approach. I have not
encountered students who do poorly on MC tests but do well on essays....unless
the essays are just inviting BS and verbosity and are graded for "effort".
Gary
Gerald L. (Gary) Peterson, Ph.D.
Professor, Psychology
Saginaw Valley State University
University Center, MI 48710
989-964-4491
[EMAIL PROTECTED]
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