Dear Tipsters, Given that the issue of multiple-choice and short-answer questions has come up in this thread, you may be interested in this paper:
Ozuru et al. (2013). Comparing comprehension measured by MC and open-ended
questions. Can. J. Exp. Psy., 67, 215-227.
The authors argue that the two kinds of question tap into different aspects of
the comprehension process.
Sincerely,
Stuart
___________________________________________________________________________
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"Recti cultus pectora roborant"
Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402
Department of Psychology, Fax: 819 822 9661
Bishop's University,
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Sherbrooke,
Québec J1M 1Z7,
Canada.
E-mail: [email protected]<mailto:[email protected]> (or
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Bishop's University Psychology Department Web Page:
http://www.ubishops.ca/ccc/div/soc/psy<blocked::http://www.ubishops.ca/ccc/div/soc/psy>
Floreat Labore"
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___________________________________________________________________________
From: Paul Brandon [mailto:[email protected]]
Sent: November 22, 2013 1:42 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] PLOS ONE: Daily Online Testing in Large Classes: Boosting
College Performance while Reducing Achievement Gaps
Stats mavens--
How many students do you need to justify the assumption of a normal (or other)
distribution of measures of performance?
On Nov 22, 2013, at 12:34 PM, Paul C Bernhardt wrote:
There are a lot of interesting statements in this paper. I love this one:
"The purpose of the curve was to reduce the number of students who failed the
first exams - a standard practice in American universities."
Standard practice? Common practice, certainly, but far from standard. And,
methods of curving are even more varied (I have used in the past a proportional
curving system that gave more points to students who scored very very poorly,
and fewer to this who scored comparatively well).
Paul
On Nov 22, 2013, at 11:17 AM, Gerald Peterson wrote:
I am a fan of more frequent testing, but what do folks think about the authors'
contortions and post hoc fishing to find that their daily quiz class was
comparatively better? If regular testing and retesting is effective, it ought
to be easier to show greater comprehension and mastery of the material at the
end of the term. If the daily quizzes are short with MC type questions, could
students later show their learning on a full exam, with short answer and
fill-in questions? I think varied daily testing and retesting would better
promote transfer.
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU
On Nov 21, 2013, at 9:12 PM, Christopher Green
<[email protected]<mailto:[email protected]>> wrote:
As though you didn't have enough people telling you how to teach already.
Still, interesting finding.
http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0079774?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+plosone%2FPLoSONE+%28PLOS+ONE+Alerts%3A+New+Articles%29
Chris
Paul Brandon
Emeritus Professor of Psychology
Minnesota State University, Mankato
[email protected]<mailto:[email protected]>
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