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A Generating Technique and Knowledge Representation of Multiple-Answer Problems for Learning with Solving Knowledge
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Matsuda, Noriyuki; Ogawa, Hisashi; Hirashima, Tsukasa; Taki, Hirokazu – Research and Practice in Technology Enhanced Learning, 2015
Background: Erroneous answers in multiple-answer problems not only make the correct answer harder to determine but also indicate why the correct choice is suitable and the erroneous one a mistake when compared to the correct answer. However, it is insufficient to simply create erroneous answers for this purpose: explanations of these answers are…
Descriptors: Multiple Choice Tests, Problem Solving, Error Patterns, Student Evaluation
An Automated Method to Generate e-Learning Quizzes from Online Language Learner Writing
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Flanagan, Brendan; Yin, Chengjiu; Hirokawa, Sachio; Hashimoto, Kiyota; Tabata, Yoshiyuki – International Journal of Distance Education Technologies, 2013
In this paper, the entries of Lang-8, which is a Social Networking Site (SNS) site for learning and practicing foreign languages, were analyzed and found to contain similar rates of errors for most error categories reported in previous research. These similarly rated errors were then processed using an algorithm to determine corrections suggested…
Descriptors: Social Networks, Computer Assisted Instruction, Educational Technology, Second Language Instruction
Detecting and Correcting Scale Drift in Test Equating: An Illustration from a Large Scale Testing Program
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Puhan, Gautam – Applied Measurement in Education, 2009
The purpose of this study is to determine the extent of scale drift on a test that employs cut scores. It was essential to examine scale drift for this testing program because new forms in this testing program are often put on scale through a series of intermediate equatings (known as equating chains). This process may cause equating error to…
Descriptors: Testing Programs, Testing, Measurement Techniques, Item Response Theory
Violating Conventional Wisdom in Multiple Choice Test Construction
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Taylor, Annette Kujawski – College Student Journal, 2005
This research examined 2 elements of multiple-choice test construction, balancing the key and optimal number of options. In Experiment 1 the 3 conditions included a balanced key, overrepresentation of a and b responses, and overrepresentation of c and d responses. The results showed that error-patterns were independent of the key, reflecting…
Descriptors: Comparative Analysis, Test Items, Multiple Choice Tests, Test Construction
Evaluating Students' Conceptual Understanding of Balanced Equations and Stoichiometric Ratios Using a Particulate Drawing
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Sanger, Michael J. – Journal of Chemical Education, 2005
A total of 156 students were asked to provide free-response balanced chemical equations for a classic multiple-choice particulate-drawing question first used by Nurrenbern and Pickering. The balanced equations and the number of students providing each equation are reported in this study. The most common student errors included a confusion between…
Descriptors: Equations (Mathematics), Chemistry, Concept Formation, Student Evaluation
A Comparison of Two Multiple-Choice Test Formats for Assessing English Structure Competence.
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Chung, Jing-mei – Foreign Language Annals, 1997
Uses item analysis techniques to compare two multiple-choice test formats for assessing second language students' competence in English structure in terms of mean scores, item difficulty, and item discrimination. Findings reveal that difficulty and discrimination aspects are item-specific rather than format-dependent and items with moderate…
Descriptors: College Freshmen, Comparative Analysis, English (Second Language), Error Patterns