Examining the Influence of Multiple-Choice Test Formats on Student Performance

Learning gains associated with multiple-choice testing formats that provide immediate feedback (e.g., IFAT (R)) are often greater than those for typical single-choice delayed feedback formats (e.g. Scantron (R)). Immediate feedback formats also typically permit part marks unlike delayed feedback formats. The present study contrasted IFAT (R) with a new delayed feedback format, Personal Point Allocation (PPA), designed to encourage students to carefully evaluate test questions prior to assigning mark weightings for each question (whole, or partial marks). Organic chemistry students (N = 299) used IFAT (R) and PPA for 2 term tests followed by IFAT (R) for the final exam. Student responses were examined in terms of movement from correct and incorrect answers on the term tests to correct and incorrect answers on identical questions on the final exam. Of all response types (correct -> correct, correct -> incorrect, incorrect -> correct, incorrect -> incorrect), approximately half reflected correct answers on the term test to correct answers on the final exam (correct -> correct). Shifts from incorrect to correct answers exceeded shifts from correct answers to incorrect answers. The pattern of outcomes, i.e., the relative numbers of each response type, did not differ between PPA and IFAT (R). Discussion considers the relative merits of IFAT (R) and PPA.