Comparison of oral examination and examination methods based on multiple-choice questions using personal computers

 
This item is provided by the institution :
Technological Educational Institute of Athens
Repository :
Ypatia - Institutional Repository
see the original item page
in the repository's web site and access all digital files if the item*
share




2009 (EN)
Comparison of oral examination and examination methods based on multiple-choice questions using personal computers (EN)

Τσιάκας, Παναγιώτης Κ. (EL)
Τριαντής, Δήμος (EL)
Στεργιόπουλος, Χαράλαμπος Χ. (EL)

N/A (EN)

The aim of the present research was to compare the use of multiple-choice questions (MCQs) as an examination method against the oral examination (OE) method. MCQs are widely used and their importance seems likely to grow, due to their inherent suitability for electronic assessment. However, MCQs are influenced by the tendency of examinees to guess answers, warranting research concerning scoring rules different from the simple positive-grades-only scores rule. Alternatively, OE is used in tertiary education, since it enables the assessment of intellectual capabilities and personal traits to a level not found in most other examination formats. However, the significant resource requirements of OE, especially in structured forms, might excessively strain the resources of academic institutions. In the present study, an MCQ test was given to examinees, in the framework of a computer-based learning system. The same examinees took also an OE possessing elements of structure, with three examiners concurrently and independently grading each of the examinees. In the MCQs examination a set of pairs of MCQs was composed. The MCQs in each pair were similar concerning the same topic, but this similarity was not evident for an examinee that did not possess adequate knowledge on the topic addressed in the questions of the pair. The scoring of the paired questions avoided the procedure of mixed-scoring, i.e., both positive and negative markings, while at the same time a pair-wise bonus/penalty scoring rule was adopted. The results of the “paired” MCQs examination, when using the pair-wise scoring rule, were statistically indistinguishable with the grades produced by the OE, when made to the same sample of students, on the same topics and with the same levels of difficult. Both the results of the paired MCQs examination, when using the pair-wise scoring rule, and the OE results differed significantly from those obtained by scoring the same MCQs using a positive-grades-only scoring rule that ignored the pairing of MCQs. (EN)

conferenceItem
poster

Ηλεκτρονική αξιολόγηση (EN)
Evaluation methodologies (EN)
Automated grading (EN)
Computer-aided assessment (EN)
Μεθοδολογίες αξιολόγησης (EN)
Αυτοματοποιημένη ταξινόμηση (EN)

ΤΕΙ Αθήνας (EL)
Technological Educational Institute of Athens (EN)

1st International Conference on Computer Supported Education (EN)

English

2009-03-23

DOI: 10.1016/j.compedu.2010.10.003



*Institutions are responsible for keeping their URLs functional (digital file, item page in repository site)