Different Learning Levels in Multiple-choice and Essay Tests: Immediate and Delayed Retention
الموضوعات :مهناز سعیدی 1 , مریم سلیمانی 2
1 - Islamic Azad University Tabriz Branch
2 - Islamic Azad University Tabriz Branch
الکلمات المفتاحية: Multiple-Choice Questions, Essay, Remember an Instance, Remember a Generality, Use a Generality, Immediate and Delayed Retention,
ملخص المقالة :
This study investigated the effects of different learning levels, including Remember an Instance (RI), Remember a Generality (RG), and Use a Generality (UG) in multiple-choice and essay tests on immediate and delayed retention. Three-hundred pre-intermediate students participated in the study. Reading passages with multiple-choice and essay questions in different levels of learning were given to the participants to investigate the effects on both immediate and delayed retention. The findings revealed that to evaluate immediate retention, multiple-choice questions at remember levels are effective, but for enhancing delayed retention, essay questions, especially at UG level, are more effective. The results of the study suggest that tests can be used as aids to retention beyond their primary evaluation function.
Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge University Press.
Bridgeman, B., & Lewis, C. (1994). The relationship of essay and multiple-choice scores with grades in college courses. Educational Testing Service. Journal of Educational Measurement, 31 (1), pp. 37-50.
Bridgeman, B. & Rock, D. A. (1993). Relationships among multiple-choice and open-ended analytical questions. Educational Testing Service. Journal of Educational Measurement, 30 (4), pp. 313-329. Retrieved February 14, 2008 from
0655(199324)30%3A4%3C313%3ARAMAOA%3B2-9
Carrier, M. L., & Pashler, H. (1992). The influence of retrieval on retention. Memory and Cognition, 20, 633-642.
Christian, M.R., Timothy, W. B., Richard, R. S., & Wood, B. (2002). Preparing effective essay questions. Retrieved May 10, 2007 from E:retentionPREPARING EFFECTIVE ESSAY QUESTIONS.htm
Daraghmah, R. A. (1997). The effect of questions’ types and levels on students' academic achievement. M.A thesis, Nablus, Palestine. Retrieved March 14, 2007 from E:otheresgeocities_com-rafidr.htm
Farhadi, H., Ja'farpur, A. J., & Birjandi, P. (2004). Testing language skills: from theory to practice. Tehran: SAMT
Hambleton, R. K., & Murphy, E. (1992). A psychometric perspective on authentic measurement.Applied Measurement in Education, 5 (1), pp.1-16.
Haynie, W.J. (1992). Post hoc analysis of test items written by technology education teachers. Journal of Technology Education, 4(1), 27-40.
Haynie, W.J. (1997). Effects of anticipation of tests on delayed retention learning. Journal of Technology Education, 9 (1),1-12.
Haynie, W.J. (2003). Effects of take-home tests and study questions on retention learning in technology education. Journal of Technology Education, 2, 1-17.
Jacoby, L. L. (1991). A process dissociation framework: Separating automatic from intentionaluses of memory. Journal of Memory and Language, 30, 513-541
Nungester, R. J., & Duchastel, P. C. (1982). Testing versus review: Effects on retention. Journal of Educational Psychology, 74(1), 18-22.
Perkins, K. (1984). An analysis of four item types used in testing EFL reading comprehension. USA: Southern Illinois University at Carbondale, RELC Journal, 15 (2), DEC. Retrieved February 14, 2008 from
Roediger, H. L., & Karpicke, J. D. (2007). Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language, 58 (2), pp. 1-150.
Roediger, H. L., & Marsh, E. J. (n.d.).The memorial consequences of multiple-choice testing. Retrieved December 10, 2007 from
retentionThe memorial consequences 1 RUNNING HEAD TESTING EFFECTS the Memorial Consequences of Multiple-choice Testing.htm
Tulving, E. (1967). The effects of presentation and recall of material in free recall learning. Journal of Verbal Learning and Verbal Behavior, 6, 175–184.
Tulving, E., & Pearlstone, Z. (1966). Availability versus accessibility of information in memory for words. Journal of Verbal Learning and Verbal Behavior, 5, 381-391.
Woodford, K., & Bancroft, P. (2005). Multiple-choice questions not considered harmful. Retrieved December10, 2007 from Multiple Choice Questions Not Considered Harmful.htm
Appendices
