Examinations are a common assessment tool used in educational settings to evaluate students‘ knowledge and understanding of course material. They often come in two main formats: free-response (FR) and multiple-choice (MC) questions. Each format has its own advantages and disadvantages, and the choice of format can impact test scores. Despite claims of high construct equivalence between the two formats, there are still differences in performance based on various student characteristics that need to be explored.
In a recent study conducted by Prof. Dr. Tuulia M. Ortner et al., the researchers aimed to investigate how test takers‘ characteristics and behaviors, such as test anxiety, risk propensity, conscientiousness, lecture attendance, and study time, influence performance on exams with FR and MC formats. The study involved 376 students enrolled in two Psychology lectures at a large Austrian University. Data was collected at the beginning of the semester and post-exam in a real-life setting to analyze the impact of these variables on test scores.
The results of the study, as reported in ‚Psychological Test and Assessment Modeling,‘ revealed interesting findings. Overall, students achieved higher scores on FR items compared to MC items. Factors such as lower test anxiety, higher conscientiousness, and increased study time were found to significantly improve student performance on exams. Lecture attendance also played a role in performance, with students who attended more lectures scoring higher on MC items compared to FR items. Surprisingly, risk propensity had no significant effect on exam scores.
The findings of this study provide valuable insights into the complex interplay between student characteristics, behaviors, and exam performance. The results challenge the conventional wisdom that MC items tend to yield higher scores than FR items. By delving into these factors, researchers hope to improve the reliability and validity of performance tests in the future.
The study by Ortner et al. sheds light on the importance of considering individual differences in student characteristics when designing and evaluating exams. Test anxiety, conscientiousness, study habits, and attendance can all impact how students perform on different types of exam questions. Understanding these factors can help educators tailor assessments to better measure student knowledge and skills.
In conclusion, the study by Prof. Dr. Tuulia M. Ortner et al. offers valuable insights into the factors that influence student performance on exams with FR and MC formats. By considering variables such as test anxiety, conscientiousness, study time, and lecture attendance, educators can gain a better understanding of how to design assessments that accurately reflect student learning. This research contributes to the ongoing efforts to create more reliable and valid performance tests in the academic setting.
