The paper discusses the usage of multiple-choice and open-ended constructed response questions for measuring the performance of undergraduate students in computer science courses. A goal of this research is to investigate if "guessing" plays a significant role in multiple-choice answering. An experiment was constructed in two academic institutions over a two-semester period involving students in four introductory programming classes. The quizzes consisted of pairs of similar questions, where each pair contained a multiple-choice and an open-ended constructed response question of equal difficulty and weight.
|Original language||English (US)|
|Journal||Proceedings - Frontiers in Education Conference, FIE|
|State||Published - Dec 1 2004|
|Event||34th Annual Frontiers in Education: Expanding Educational Opportunities Through Partnerships and Distance Learning - Conference Proceedings, FIE - Savannah, GA, United States|
Duration: Oct 20 2004 → Oct 23 2004
All Science Journal Classification (ASJC) codes
- Computer Science Applications