Enrollment increases at many institutions have forced science faculty to reevaluate assessment decisions in light of increasing demands on time. Some have advocated the replacement of free-response examinations with forcedchoice examinations as a time-saving strategy. The existing research literature contains many studies comparing student performance on free-response versus forced-choice question types, but none strictly in a laboratory setting. The current study evaluated the replacement of free-response practicalexamination questions with multiple-choice practical-examination questions in the laboratory portion of an introductory college-level biology course. The data provide evidence that student performance does differ depending on format and that substituting one question type with another may have profound implications with regard to student performance and learning.
|Number of pages||4|
|Journal||Journal of college science teaching|
|Publication status||Published - 2011|