The Preference on Types of Assignment in Online Assessment: Pre-Service Teachers’ Perception
Keywords:
pre-service teacher, online assessment, open-ended questionAbstract
This study examines the opinions of pre service preferred the use of the multiple-choice questions and the open-ended questions in online assessment. The study examines which the pre service teachers preferred between multiple choices and open ended question and what their perceptions on both multiple choice and open ended assignment. A survey design was employed for the data collection of this study and semi-structured interviews were undertaken with forty pre service teachers. The participants were all from the same semester of education teacher and training faculty. The results confirm that the pre service teachers employed multiple-choice questions to retrieve and monitor acquired knowledge, in order to promote students’ understanding in a variety of subjects. They also put questions to students in a multiple-choice format (which requires pupils to recall knowledge from pervious lessons), as this is considered to enhance the sustainability of knowledge.
Downloads
References
Bacon, D. 2003. Assessing Learning Outcomes: A Comparison of Multiple-Choice and Short-Answer Questions in a Marketing Context. Journal of Marketing Education, 25(1), pp. 31-36.
Csapó, B & Molnár, G. 2019. Online Diagnostic Assessment in Support of Personalized Teaching and Learning: The eDia System. Front. Psychol. 10:1522.
Chiptin, Stephanie. 2010. Pre-service Teachers’ Thinking about Student Assessment Issues. International Journal of Education, Vol. 2, No. 2: E5.
Gikandi, J. W., Morrow, D., & Davis, N. E. 2011. Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333–2351. https://doi.org/10.1016/j.compedu.2011.06.004
Havnes, A., Smith, K., Dysthe, O., & Ludvigsen, K. 2012. Formative assessment and feedback: Making learning visible. Studies in Educational Evaluation, 38(1), 21–27. https://doi.org/10.1016/j.stueduc.2012.04.001
Hudson, R. and Treagust, D. 2013. Which form of assessment provides the best information about student performance in chemistry examinations?. Research in Science & Technological Education, 31(1), pp.49-65.
Hwang, G.J., & Chang, H.F. 2011. A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers & Education, 56(4), 1023–1031. https://doi.org/10.1016/j.compedu.2010.12.002
Kengwee and T.Kidd. 2010. “Toward Best Practices in Online Learning and Teaching in Higher Education”. MERLOT Journal of Online Learning and Teaching. Vol. 6 No. 2
Kim, J. Smith, and Maeng. 2008. “Assessment in Online Distance Education: A Comparison of Three Online Programs at a University”. Research Gate. Available Online at http://www.researchgate.net/publication/271327851
Klinkenberg, S. 2017. The Role of Formative Assessment in a Blended Learning Course. In International Computer Assisted Assessment Conference (pp. 63–71). Springer, Cham.
Lin, J.W., & Lai, Y.C. 2013. Harnessing collaborative annotations on online formative assessments. Journal of Educational Technology & Society, 16(1), 263–274. Retrieved from http://www.ifets.info/journals/16_1/23.pdf
McCarthy, J. 2017. Enhancing feedback in higher education: Students’ attitudes towards online and in-class formative assessment feedback models. Active Learning in Higher Education, 18(2), 127–141. https://doi.org/10.1177/1469787417707615
McLaughlin, T., & Yan, Z. 2017. Diverse delivery methods and strong psychological benefits: A review of online formative assessment. Journal of Computer Assisted Learning, 33, 562–574. http://dx.doi.org/10.1111/jcal.12200
Michael, W., & Mayende, G. 2014. Technology Mediated Learning and the Development of Higher Order Cognitive Skills: Using Activity Theory to Analyze the Actors in the Instructional Environment at Makerere University in Uganda. Paper presented at the The Third International Conference on E-Learning and E-Technologies in Education (ICEEE2014).
Oz, Huseyin. 2014. Pre-service English Teachers’ Perceptions of Web-based Assessment in a Pedagogical Content Knowledge Course. Procedia - Social and Behavioral Sciences. Volume 141:45–58.
Ruiz-Primo, M. A. 2011. Informal formative assessment: The role of instructional dialogues in assessing students’ learning. Studies in Educational Evaluation, 37(1), 15–24. https://doi.org/10.1016/j.stueduc.2011.04.003
Simkin, M. and Kuechler, W. 2005. Multiple-Choice Tests and Student Understanding: What Is the Connection?. Decision Sciences Journal of Innovative Education, 3(1), pp.73-98.
Wang, T.-H. 2010. Web-based dynamic assessment: Taking assessment as teaching and learning strategy for improving students’e-Learning effectiveness. Computers & Education, 54(4), 1157–1166. https://doi.org/10.1016/j.compedu.2009.11.001
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Elva Yohana (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
