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Can free-response questions be approximated by multiple-choice equivalents?
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10.1119/1.4804194
/content/aapt/journal/ajp/81/8/10.1119/1.4804194
http://aip.metastore.ingenta.com/content/aapt/journal/ajp/81/8/10.1119/1.4804194

Figures

Image of Fig. 1.
Fig. 1.

Problem statement for question 1.

Image of Fig. 2.
Fig. 2.

Problem statement for question 2.

Image of Fig. 3.
Fig. 3.

Students' average performance on (a) question 1 and (b) question 2. The white and black data labels are used to indicate students in course A (who were given the free-response question) and students in course B (who were given the multiple-choice questions), respectively. A dashed line is included on the figure to separate the data for the dichotomous case vs the case where partial credit is assigned to the students.

Tables

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Table I.

The algebraic form for the choices in question 1 and the different scores assigned in the “weighted multiple-choice” simulation (the correct answer is indicated by the shaded background). In order to avoid cueing the students who were provided with the MC questions, the actual choices were not symbolic but numerical.

Generic image for table
Table II.

The algebraic form for the choices in question 2 and the different scores assigned in the “weighted multiple-choice” simulation (the correct answer is indicated by the shaded background). Except for choice (d), the speed at point B () is calculated correctly using the square root of 2 in choices (b), (c), and (e).

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Table III.

Students' average score on the Force Concept Inventory (FCI) implemented at the beginning (pre) and the end (post) of the semester. The -values computed using one-way ANOVA are also presented.

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Table IV.

Summary of rubric for question 1.

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Table V.

Summary of rubric for question 2.

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Table VI.

Summary of grading methods in the two courses.

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Table VII.

Percentage of students binned into different categories for simulated MC by comparing their free-response answers (in course A) to the choices in MC question 1 (the correct answer for this question is indicated by the shaded background). The percentage of students binned into different categories based on their multiple-choice answers in course B is also listed.

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Table VIII.

Percentage of students binned into different categories for simulated MC by comparing their free-response answers (in course A) to the choices in MC question 2 (the correct answer for this question is indicated by the shaded background). The percentage of students binned into different categories based on their multiple-choice answers in course B is also listed.

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Table IX.

Correlation ( = 153) between the free-response performance, graded using the rubrics (FR), vs the simulated multiple-choice performance for questions (Q) 1 and 2.

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/content/aapt/journal/ajp/81/8/10.1119/1.4804194
2013-08-01
2014-04-21
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752b84549af89a08dbdd7fdb8b9568b5 journal.articlezxybnytfddd
Scitation: Can free-response questions be approximated by multiple-choice equivalents?
http://aip.metastore.ingenta.com/content/aapt/journal/ajp/81/8/10.1119/1.4804194
10.1119/1.4804194
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