A Utopian Need: Artificial Intelligence Systems to Evaluate Open-Ended Questions

• In Event: 43.050 - WITHDRAWN: New Research Methods for Large-Scale Assessments

Abstract

This study explores comparative effects of both open-ended and multiple-choice exams regarding metacognitive and affective dimensions. Secondly, it discusses the reason of the needs of intelligence systems to evaluate open-ended questions. Dimensions (cognitive strategy, self-checking, worry, effort) were explained via perceptions from experiences of students, teachers, and academicians. Data gathered through phenomenological approach was organized under twenty-three categories based on four main themes. The results indicated Open Ended exams allow students using their cognitive strategy and self-checking skills more often than Multiple Choice. Also, Multiple Choice and the dimension ‘worry’ have positive correlation respectively. Thus, it can be concluded that changing or preferring one type to another has no spontaneous heal in improving student success.

Author

• Bengi Birgili, MEF University