Assessing Learning Outcomes: A Comparison of Multiple-Choice and Short-Answer Questions in a Marketing Context

By D. Bacon. 2003

141 citations recorded by the source corpus.

Subfields: Accounting, Education, Management of Technology and Innovation

View Paper: https://www.semanticscholar.org/paper/34396aa11052807788e1b51bc9392b4caa553937

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Accounting

In Education

In Management of Technology and Innovation

Citations in the corpus

Using reliability and item analysis to evaluate a teacher-developed test in educational measurement and evaluation (2017, background): “yield test scores at least as reliable as those produced by a constructed-response test, while also allowing for a large portion of the topics covered in a course to be assessed in a short period of time (Bacon, 2003).”
Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools (2014, background): “Guidance for conducting particular aspects of program assessment can be helpful (Bacon, 2003; Gardiner, Corbitt, & Adams, 2010).”
The Effect of Group Projects on Content-Related Learning (2005, unknown): “The format change was made in response to research that has shown that multiple-choice tests can be as reliable and valid as short-answer tests and can be even more reliable on a reliability-per-hour basis (Bacon, 2003).”
How Fast Do Students Forget What They Learn in Consumer Behavior? A Longitudinal Study (2006, methodology): “Thus, although previous studies have found differences in original learning related to gender (e.g., Bacon, 2003), after controlling for differences in original learning, the retention curves of men and women appear to be similar.”
The School Age Gender Gap in Reading Achievement: Examining the Influences of Item Format and Intrinsic Reading Motivation. (2015, background): “The most common argument favoring CR items is the assumption that they measure some kind of deeper understanding (Bacon, 2003 ).”
Examination of the Quality of Multiple-choice Items on Classroom Tests (2011, background): “Another important advantage is that a well-constructed MC test can yield test scores at least as reliable as those produced by a constructed-response test, while also allowing for broader coverage of the topics covered in a course (Bacon, 2003).”