{"title":"测试形式、学习信心和对教学效果的看法","authors":"G. Boysen, Peyton N. Osgood","doi":"10.1177/00986283231226187","DOIUrl":null,"url":null,"abstract":"Both multiple-choice and short-answer tests can be beneficial to learning in the classroom. However, fact-based multiple-choice questions, because they include the correct answer as a response option, could lead to inflated estimates of learning and higher evaluations of teaching effectiveness. The objective of this study was to examine the effects of test format on perceptions of learning and teaching. Undergraduate students ( N = 123) completed either a multiple-choice or short-answer test based on a brief psychology lesson. Then, they predicted their performance on later tests of knowledge and evaluated the quality of the lesson. Taking a multiple-choice test led to predictions about future performance that were 10% higher than those taking a short-answer test. No consistent differences emerged in participants’ evaluations of teaching effectiveness between the two test formats. These results suggest that test format may significantly influence students’ confidence in their ability to produce answers on future tests. Teachers who want to take advantage of testing as a metacognitive learning tool should adopt question formats that utilize recall of information from memory without retrieval cues.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Test Format, Learning Confidence, and Perceptions of Teaching Effectiveness\",\"authors\":\"G. Boysen, Peyton N. Osgood\",\"doi\":\"10.1177/00986283231226187\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Both multiple-choice and short-answer tests can be beneficial to learning in the classroom. However, fact-based multiple-choice questions, because they include the correct answer as a response option, could lead to inflated estimates of learning and higher evaluations of teaching effectiveness. The objective of this study was to examine the effects of test format on perceptions of learning and teaching. Undergraduate students ( N = 123) completed either a multiple-choice or short-answer test based on a brief psychology lesson. Then, they predicted their performance on later tests of knowledge and evaluated the quality of the lesson. Taking a multiple-choice test led to predictions about future performance that were 10% higher than those taking a short-answer test. No consistent differences emerged in participants’ evaluations of teaching effectiveness between the two test formats. These results suggest that test format may significantly influence students’ confidence in their ability to produce answers on future tests. Teachers who want to take advantage of testing as a metacognitive learning tool should adopt question formats that utilize recall of information from memory without retrieval cues.\",\"PeriodicalId\":47708,\"journal\":{\"name\":\"Teaching of Psychology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2024-01-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching of Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1177/00986283231226187\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching of Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/00986283231226187","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Test Format, Learning Confidence, and Perceptions of Teaching Effectiveness
Both multiple-choice and short-answer tests can be beneficial to learning in the classroom. However, fact-based multiple-choice questions, because they include the correct answer as a response option, could lead to inflated estimates of learning and higher evaluations of teaching effectiveness. The objective of this study was to examine the effects of test format on perceptions of learning and teaching. Undergraduate students ( N = 123) completed either a multiple-choice or short-answer test based on a brief psychology lesson. Then, they predicted their performance on later tests of knowledge and evaluated the quality of the lesson. Taking a multiple-choice test led to predictions about future performance that were 10% higher than those taking a short-answer test. No consistent differences emerged in participants’ evaluations of teaching effectiveness between the two test formats. These results suggest that test format may significantly influence students’ confidence in their ability to produce answers on future tests. Teachers who want to take advantage of testing as a metacognitive learning tool should adopt question formats that utilize recall of information from memory without retrieval cues.
期刊介绍:
Basic and introductory psychology courses are the most popular electives on college campuses and a rapidly growing addition to high school curriculums. As such, Teaching of Psychology is indispensable as a source book for teaching methods and as a forum for new ideas. Dedicated to improving the learning and teaching process at all educational levels, this journal has established itself as a leading source of information and inspiration for all who teach psychology. Coverage includes empirical research on teaching and learning; studies of teacher or student characteristics; subject matter or content reviews for class use; investigations of student, course, or teacher assessment; professional problems of teachers; essays on teaching.