by eanrsmoMultiple Choice Questions In Computer Science Ela Kumar [UPD] 😎
Multiple Choice Questions In Computer Science Ela Kumar
Over the last decade, there has been a trend in education to increase the use of outcomes data to monitor and evaluate learning outcomes. In addition to raising awareness and discussion of student motivations, preferences, and experiences, outcomes data inform teachers, students, and leaders of what students have achieved. In education systems, school- or university-level assessments are broadly divided into multiple-choice tests (MCQs), written tests, and oral tests. MCQs are considered as the most popular assessment format in a number of countries because they enable precision, accuracy, and efficiency of test design and scoring. Consequently, both the educational literature and education practice generally favour MCQs as a reliable and effective assessment format (Illingworth & Smolenski, 2008).
Two studies in the literature investigated the utility of multiple-choice questions to measure knowledge of geography. Greco et al. ( 2016 ) first established that an operational definition of geography can be found by considering the knowledge required to generate a definition in the English language. They investigated the ability of students to generate a definition of geography in multiple choice questions using data from the PISA 2015 geography assessment. They collected a sample of 1000 randomly selected, paired choices from geography MCQs and selected the MCQs with the same distractors generated for similar questions in the free-response section of the PISA 2015 geography assessment. Although students were provided with definitions for the concepts of the geography domain in the PISA assessment, no training on them was provided. Knowledge of geography was taken to mean the ability to write definitions and use words to state the location of places. Thus, students that passed the geography MCQs but failed to identify which of the correct locations on the map corresponded to their definition, failed. Of the 1000 choice pairs, 97 passed, 11 failed, and 1 had no data. Thus, 97% passed, and the authors concluded that the MCQ method is effective in assessing the end goal of the geography domain (knowledge of geography) in the absence of a definition.
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