Discipline-Based Education Research Group
Date of this Version
3-2-2017
Document Type
Article
Citation
DBER Group Discussion on 2017-03-02
Abstract
Instructors use assessment ubiquitously throughout undergraduate STEM courses to gauge student understanding of important concepts. The utility of an assessment can be partly judged by the degree to which it can detect the presence of correct and incorrect understandings. We will discuss a series of within-subjects controlled experiments to determine how student responses differ for questions posed in multiple-choice, multiple-true-false, or free-response formats as well as implications of this research for instructional practice.
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Higher Education Commons, Science and Mathematics Education Commons
Comments
Copyright (c) 2017 Brian A. Couch