Abstract
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) |
|---|---|
| Pages (from-to) | F2G-18-F2G-19 |
| Journal | Proceedings - Frontiers in Education Conference, FIE |
| Volume | 2 |
| State | Published - 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
- Software
- Education
- Computer Science Applications