Complement or Contamination : A Study of the Validity of Multiple-Choice Items when Assessing Reasoning Skills in Physics

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Complement or Contamination : A Study of the Validity of Multiple-Choice Items when Assessing Reasoning Skills in Physics

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dc.contributor.author Jönsson, Anders
dc.contributor.author Rosenlund, David
dc.contributor.author Alvén, Fredrik
dc.date.accessioned 2017-09-14T08:52:27Z
dc.date.available 2017-09-14T08:52:27Z
dc.date.issued 2017 en_US
dc.identifier.issn 2504-284X en_US
dc.identifier.uri http://hdl.handle.net/2043/23333
dc.description.abstract The purpose of this study is to investigate the validity of using multiple-choice (MC) items as a complement to constructed-response (CR) items when making decisions about student performance on reasoning tasks. CR items from a national test in physics have been reformulated into MC items and students’ reasoning skills have been analyzed in two substudies. In the first study, 12 students answered the MC items and were asked to explain their answers orally. In the second study, 102 students from five randomly chosen schools answered the same items. Their answers were scored, and the frequency of correct answers was calculated for each of the items. The scores were then compared to a sample of student performance on the original CR items from the national test. Findings suggest that results from MC items might be misleading when making decisions about student performance on reasoning tasks, since students use other skills when answering the items than is intended. Results from MC items may also contribute to an overestimation of students’ knowledge in science. en_US
dc.language.iso eng en_US
dc.publisher Frontiers en_US
dc.subject argumentation skills en_US
dc.subject assessment en_US
dc.subject multiple-choice items en_US
dc.subject national testing en_US
dc.subject socio-scientific issues en_US
dc.subject.classification Humanities/Social Sciences en_US
dc.title Complement or Contamination : A Study of the Validity of Multiple-Choice Items when Assessing Reasoning Skills in Physics en_US
dc.type Article, peer reviewed scientific en_US
dc.contributor.department Malmö University. Faculty of Education and Society
dc.identifier.doi 10.3389/feduc.2017.00048 en_US
dc.subject.srsc Research Subject Categories::HUMANITIES and RELIGION en_US
dc.relation.ispartofpublication Frontiers in Education;2(48)
dc.description.authorversion No en_US
dcterms.identifier.OAurl http://journal.frontiersin.org/article/10.3389/feduc.2017.00048/full en_US
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