A multimedia effect for multiple-choice and constructed-response test items.

2020 ◽  
Author(s):  
Marlit A. Lindner ◽  
Johannes Schult ◽  
Richard E. Mayer
Keyword(s):  
Multiple Choice ◽  
Constructed Response ◽  
Response Test ◽  
Test Items ◽  
Multimedia Effect

Building a Taxonomy for Constructed-Response Test Items

1994 ◽  
Vol 2 (2) ◽  
pp. 133-147 ◽  
Author(s):  
Steven J. Osterlind ◽  
William R. Merz
Keyword(s):  
Constructed Response ◽  
Response Test ◽  
Test Items

scholarly journals 21. Making the Most of Multiple-Choice Questions: Getting Beyond Remembering

2011 ◽  
Vol 1 ◽  
pp. 119 ◽  
Author(s):  
David DiBattista
Keyword(s):  
Higher Education ◽  
Cognitive Skills ◽  
Multiple Choice ◽  
Higher Order ◽  
Multiple Choice Questions ◽  
Constructed Response ◽  
Response Test

Multiple-choice questions are widely used in higher education and have some important advantages over constructed-response test questions. It seems, however, that many teachers underestimate the value of multiple-choice questions, believing them to be useful only for assessing how well students can memorize information, but not for assessing higher-order cognitive skills. Several strategies are presented for generating multiple-choice questions that can effectively assess students’ ability to understand, apply, analyze, and evaluate information.

scholarly journals Concordance between Test Items and Lesson Objectives of Pedagogical Discourse

2017 ◽  
Vol II (I) ◽  
pp. 76-96
Author(s):  
Azhar Habib ◽  
Riaz Ahmed ◽  
Sana Gul
Keyword(s):  
Secondary Education ◽  
Descriptive Study ◽  
Theoretical Framework ◽  
Learning Objectives ◽  
Pedagogical Discourse ◽  
Constructed Response ◽  
Response Test ◽  
Test Items

The aim of this study is to see if there is any discrepancy between constructed response test items and learning objectives of Grade IX English Textbook published by Punjab Textbook Board, Lahore. As product oriented syllabi have clearly defined objectives, each lesson of the book contains a specified set of objectives. The researcher studied these objectives and their relation to the test items set in annual and supplementary exams conducted by Federal Board of Intermediate and Secondary Education, Islamabad. It was a descriptive study and the data was interpreted using the theoretical framework propounded by Robert J. Marzano and Johns Kendall (2007). It was found that though most of the objectives fulfilled the recommended criteria of the taxonomy. Yet, they remained unfruitful as the test items are not related to them. Thus, the textbook needs to be improved in this regard.

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