Tuesday, May 26, 2009

Out With MC

Multiple choice tests provide us as educators with a way to evaluate our students. As a result of this type of testing learning outcomes can be evaluated to ensure the learning objectives which should already have been established, are being met. While multiple choice test are one way to evaluate student learning, there is certainly some controversy of how effective this style of assessment truly is.

One major issue with using multiple choice tests is that they are very one dimensional. Multiple choice test can check whether or not students have learned facts, dates, or procedures but often exclude levels of higher thinking such as synthesis or evaluation. While using this type of question can provide educators with a minimal basis of student understanding and comprehension, it lacks the in depth look into student understanding. Critical thinking is an important part of a child’s education and relying on this type of evaluation fails to tap into a child’s critical thinking skills.

Another major problem with this multiple choice test is that many schools, and teachers believe it is a fair none objective way of grading students. Due to the use of scantrons any objectivity can be eliminated in the grading process. While this may be true the creation of questions for multiple choice tests is objective and if not done correctly in a well thought out fashion, could directly effect student learning. Educators need to be aware of this objectivity when creating multiple choice exams.

As an educator it is important to identify the dangers associated with different assessments and teaching styles. In this case the literature points four different reasons in which educators should not solely rely on multiple choice tests.

First and foremost when using this type of exam cultural assumptions and biases can directly effect the student’s perception of the question or the answer. Second, students may be able to recognize facts or procedures but their ability to apply the knowledge goes untested. Third, multiple choice exams create an assumptions that there is simply one “right” answer for a given question; and finally what I see most detrimental is that is if schools and educators believe in multiple choice tests, often time they teach to the test leaving out valuable skills students may need to learn.

Personally, I believe there is very little room for multiple choice tests in schools. While they may be able to be used for small quick assessments of facts and procedures ultimately the really limit a students ability to showcase their knowledge. As an educator I believe it is crucial to provide students a variety of different ways to show case their knowledge and by using this one dimensional type of assessment, student learning can be greatly affected.


References used:
http://www.iamnext.com/academics/mcwrit.html

Developing and Validating Multiple-Choice Test Items
by Thomas M. Haladyna

http://www.fairtest.org/multiple-choice-tests

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