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ERIC Number: ED326201
Record Type: Non-Journal
Publication Date: 1990-Oct-16
Pages: 10
Abstractor: N/A
Reference Count: N/A
Modifying Multiple-Choice Questions in Computer-Based Instruction.
Clariana, Roy B.
Research has shown that multiple-choice questions formed by transforming or paraphrasing a reading passage provide a measure of student comprehension. It is argued that similar transformation and paraphrasing of lesson questions is an appropriate way to form parallel multiple-choice items to be used as a posttest measure of student comprehension. Four parallel items may be derived from a lesson: (1) an item that is neither transformed nor paraphrased, thus testing simple rote memory; (2) an item that is transformed only; (3) an item that is paraphrased only; and (4) a compound item that is both transformed and paraphrased. These four items produce a hierarchy of difficulty from easy (rote) to difficult (compound), depending on the extent to which an item is altered from the original lesson question. In the three studies cited in this paper, posttest performance for the four types of items followed the hypothesized hierarchy of difficulty, and this is viewed as evidence that many of the cognitive skills underlying comprehension may also be hierarchically related. It is concluded that the formation of test questions from lesson items provides a practical way for designers to utilize multiple-choice items for instruction and also for posttest assessment. (DB)
Publication Type: Opinion Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A