ΔΙΑΤΜΗΜΑΤΙΚΟ ΠΡΟΓΡΑΜΜΑ ΜΕΤΑΠΤΥΧΙΑΚΩΝ ΣΠΟΥΔΩΝ ΣΤΑ ΠΛΗΡΟΦΟΡΙΑΚΑ ΣΥΣΤΗΜΑΤΑ. STUDENTS’ ATTITUDES TOWARDS ALTERNATIVE MULTIPLE CHOICE QUESTIONS. Οξούζογλου Λεωνίδας Επιβλέπων Καθηγητής: Οικονομίδης Αναστάσιος Εξεταστής 1: Σατρατζέμη Μαρία Εξεταστής 2: Ξυνόγαλος Στυλιανός.
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ΔΙΑΤΜΗΜΑΤΙΚΟ ΠΡΟΓΡΑΜΜΑ ΜΕΤΑΠΤΥΧΙΑΚΩΝ ΣΠΟΥΔΩΝ
ΣΤΑ ΠΛΗΡΟΦΟΡΙΑΚΑ ΣΥΣΤΗΜΑΤΑ
STUDENTS’ ATTITUDES TOWARDS
ALTERNATIVE MULTIPLE CHOICE QUESTIONS
Οξούζογλου Λεωνίδας
Επιβλέπων Καθηγητής: Οικονομίδης Αναστάσιος
Εξεταστής 1: Σατρατζέμη Μαρία
Εξεταστής 2: Ξυνόγαλος Στυλιανός
Developed to address the problem of guessing
and to assess partial knowledge
the scoring of a test just by counting the number of correct answers
if a wrong option is chosen, the score of the item is 0
Scoring Rule
where k, the number of choices in an item
S(k,a) = k – a
Scoring Rule
where k is the number of choices in an item and a is the number of attempts
(Coombs et al., 1956)
the student has to indicate the wrong options of an item
Scoring Rule
for MCQs with 4 options
the examinee is permitted to choose more than one options
General Scoring Rule:
the larger the number of options selected the lesser the score credited to the item
Liberal Tests (Bush ,2001)
where k is the number of options in a MCQ
and a is the number of options selected by the examinee
Birenbaum (1997); Furnham et al. (2008);
Gijbels & Dochy (2006)
students’ approaches to learning have a significant effect on assessment preference
(9-point Likert – type scale)
Correlations between Level of Preference in different methods
Level of Preference categorized by grade of education
* the difference of mean values is significant at the 0.05 level
Correlations between Level of Preference in each method and learning approach scale scores
ANOVA analysis
significant interactions between:
Learning Approach and Gender factors in Level of Preference in Essay Type (significant at the 0.01 level) and SST (significant at the 0.05 level).
ANOVA analysis
Level of Preference in Essay Type
ANOVA analysis
Level of Preference in SST
ANOVA analysis
significant interactions between:
Learning Approach and Grade factors in Level of Preference in SST (significant at the 0.05 level).
ANOVA analysis
Level of Preference in SST
ANOVA analysis
significant interactions between:
Learning Approach, Gender and Grade factors in Level of Preference in NR (significant at the 0.05 level).
ANOVA analysis
Level of Preference in NR
Correlations between Level of Preference in each method and school performance
Level of Preference categorized by Preference in Mathematics
Level of Preference categorized by Preference in Science
Level of Preference categorized by Preference in Language
Future research
the study of students’ attitudes before and after testing using each method
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