Analysis of the Difficulty and Discrimination Indices of Multiple-Choice Questions According to Cognitive Levels in an Open and Distance Learning Context

Autor/inn/en	Koçdar, Serpil; Karadag, Nejdet; Sahin, Murat Dogan
Titel	Analysis of the Difficulty and Discrimination Indices of Multiple-Choice Questions According to Cognitive Levels in an Open and Distance Learning Context
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 15 (2016) 4, S.16-24 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-7242
Schlagwörter	Multiple Choice Tests; Difficulty Level; Distance Education; Open Education; Taxonomy; Business Administration Education; Statistical Analysis; Semi Structured Interviews; Qualitative Research; Student Attitudes; Student Surveys; Pretests Posttests; Test Items; Item Analysis; Foreign Countries; Multivariate Analysis; Turkey + Suchen Sie Ihr Suchwort? Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Schwierigkeitsgrad; Distance study; Distance learning; Fernunterricht; Offene Erziehung; Offener Unterricht; Taxonomie; Statistische Analyse; Qualitative Forschung; Schülerverhalten; Schülerbefragung; Test content; Testaufgabe; Itemanalyse; Ausland; Multivariate Analyse; Türkei
Abstract	This is a descriptive study which intends to determine whether the difficulty and discrimination indices of the multiple-choice questions show differences according to cognitive levels of the Bloom's Taxonomy, which are used in the exams of the courses in a business administration bachelor's degree program offered through open and distance learning in a public university in Turkey, and to obtain the opinions of the learners on the cognitive levels of the questions. The study population consisted of 905 multiple questions which were asked in the midterm, final, and make-up exams in the 11 major area courses. Quantitative data were gathered from item analysis reports. As well as that, qualitative data were obtained via semi-structured interviews with 20 learners. As a result, although some learners stated that they answered applying-level questions more easily, the learners were generally observed to answer the remembering and understanding-level questions more easily than the applying level questions in parallel with the literature. Contrary to the studies in the literature, the remembering and understanding-level questions better distinguished the learners who received high scores from the learners who received low scores compared to the applying-level questions. (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01