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Multiple-Choice Exams: An Obstacle for Higher-Level Thinking in Introductory Science Classes

机译：多项选择考试：入门科学课中更高层次思考的障碍

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Learning science requires higher-level (critical) thinking skills that need to be practiced in science classes. This study tested the effect of exam format on critical-thinking skills. Multiple-choice (MC) testing is common in introductory science courses, and students in these classes tend to associate memorization with MC questions and may not see the need to modify their study strategies for critical thinking, because the MC exam format has not changed. To test the effect of exam format, I used two sections of an introductory biology class. One section was assessed with exams in the traditional MC format, the other section was assessed with both MC and constructed-response (CR) questions. The mixed exam format was correlated with significantly more cognitively active study behaviors and a significantly better performance on the cumulative final exam (after accounting for grade point average and gender). There was also less gender-bias in the CR answers. This suggests that the MC-only exam format indeed hinders critical thinking in introductory science classes. Introducing CR questions encouraged students to learn more and to be better critical thinkers and reduced gender bias. However, student resistance increased as students adjusted their perceptions of their own critical-thinking abilities.
机译：学习科学需要在科学课中进行实践的高级（批判）思维技能。这项研究测试了考试形式对批判性思维技能的影响。多项选择（MC）考试是入门科学课程中常见的测试，这些班级的学生倾向于将记忆与MC问题联系起来，并且可能不会因为批判性思维而改变其批判性思维学习策略的需求。为了测试考试形式的效果，我使用了入门生物学课的两个部分。一部分以传统MC形式的考试进行评估，另一部分以MC和建构应答（CR）问题进行评估。混合考试形式与认知活动学习行为明显相关，并且在累积期末考试中表现更好（在计入平均成绩和性别之后）。 CR答复中的性别偏见也较少。这表明仅MC考试形式确实会阻碍入门级科学课中的批判性思维。引入CR问题可以鼓励学生学习更多知识，成为更好的批判性思想家，并减少性别偏见。但是，随着学生调整对自己的批判性思维能力的理解，学生的抵抗力也随之增加。

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