Undergraduate Students’ Preferences for Constructed Versus Multiple-Choice Assessment of Learning

Undergraduate Students’ Preferences for Constructed Versus Multiple-Choice Assessment of Learning Students (N = 161) in seven sections of an undergraduate educational psychology course rated ten performance-assessment options in collegiate courses. They rated in-class essay exams as their most preferred assessment and multiple-choice exams (in-class and out-of-class) as their least preferred. Also, student ratings of multiple papers and a term paper did not differ significantly from the rating for in-class essay exams. Overall, students preferred constructed forms of assessment over more objective assessment. With minor exceptions, student ratings of assessment preferences were generally consistent across gender and academic levels. In the main, student ratings of assessment options did not significantly correlate with exam performance in the course. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Innovative Higher Education Springer Journals

Undergraduate Students’ Preferences for Constructed Versus Multiple-Choice Assessment of Learning

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Publisher
Springer Journals
Copyright
Copyright © 2017 by Springer Science+Business Media, LLC
Subject
Education; Higher Education
ISSN
0742-5627
eISSN
1573-1758
D.O.I.
10.1007/s10755-017-9414-y
Publisher site
See Article on Publisher Site

Abstract

Students (N = 161) in seven sections of an undergraduate educational psychology course rated ten performance-assessment options in collegiate courses. They rated in-class essay exams as their most preferred assessment and multiple-choice exams (in-class and out-of-class) as their least preferred. Also, student ratings of multiple papers and a term paper did not differ significantly from the rating for in-class essay exams. Overall, students preferred constructed forms of assessment over more objective assessment. With minor exceptions, student ratings of assessment preferences were generally consistent across gender and academic levels. In the main, student ratings of assessment options did not significantly correlate with exam performance in the course.

Journal

Innovative Higher EducationSpringer Journals

Published: Sep 14, 2017

References

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