The purpose of this study was to compare the effects upon student learning of two commonly used test item formats (short-answer and multiple-choice). College students (N = 194) enrolled in an undergraduate education course were randomly assigned to one of three groups. The treatment consisted of the administration of four classroom tests presented in three alternate formats: short-answer, multiple-choice, and a combination of short-answer and multiple-choice. Group membership determined which test type the students received throughout the semester. All students, regardless of group membership, received both short-answer and multiple-choice items on the final exam. / Using multiple regression analysis and controlling for pretest performance, the increment in explained variance due to the treatment was tested. Group membership did not affect student performance on the short-answer final, F (2, 190) = 1.10, p $>$.05, nor on the multiple-choice final, F (2, 190) =.158, p $>$.05. / It is suggested that the selection of one item format over the other be based upon factors other than student achievement. / Source: Dissertation Abstracts International, Volume: 49-03, Section: A, page: 0488. / Major Professor: F. J. King. / Thesis (Ph.D.)--The Florida State University, 1987.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76227 |
| Contributors | Melvin, Laura Ruth., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 62 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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