Constructive Response Vs. Multiple-Choice Tests In Math: American Experience And Discussion (Review)

Nina V. Stankous

Abstract


This study investigates and compares multiple-choice and constructive-response test formats for assessments in mathematics. This topic has been researched and debated for many years by students, educators, and politicians. Even between students there is a wide range of disagreement between which test format is preferred. Prior research has revealed both benefits and disadvantages for both formats. The study found that although multiple-choice tests are often used to measure student and teacher performance in math education, constructive-response test formats better represent student learning. Some factors that will be discussed are the “guessing” problem, partial credit, grading efficiency, and the ability to cover topics.

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DOI: http://dx.doi.org/10.19044/esj.2016.v12n10p%25p

DOI (PDF): http://dx.doi.org/10.19044/esj.2016.v12n10p%25p


European Scientific Journal (ESJ)

 

ISSN: 1857 - 7881 (Print)
ISSN: 1857 - 7431 (Online)

 

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Publisher: European Scientific Institute, ESI.
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