Title

How does the structure of a college chemistry examination affect pedagogy

Authors

Rajeev R. Pandey, University of the Pacific
John Mayberry, University of the PacificFollow
Jace Hargis, University of California, San Diego

Document Type

Article

Publication Title

Journal of Science Education

Department

Mathematics

ISSN

0124-5481

Volume

17

Issue

2

First Page

53

Last Page

57

Publication Date

1-1-2016

Abstract

This study examines variations of assessment and connections to active learning methods, which may enhance both the accuracy of assessment, engagement and retention. Correlation data relating instruction and assessment in a multiple dimensions are presented. Multiple choice (MC) and free response (FR) exams were provided and students were also given the option to provide FR answers to the MC items. This study suggests there is little overall difference in mean or median student scores on the MC vs. FR portions of the exam, but that there is some evidence to believe that student scores on MC portions are more variable than their corresponding scores on FR portions. Some students may exhibit a difference in their abilities to answer MC vs. FR questions, but these preferences do not appear to be widespread and exhibit no biases towards one particular type of assessment.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Share Alike 4.0 International License.

Recommended Citation

Pandey, R. R., Mayberry, J., & Hargis, J. (2016). How does the structure of a college chemistry examination affect pedagogy. Journal of Science Education, 17(2), 53–57.
https://scholarlycommons.pacific.edu/cop-facarticles/886