Questioning Status: An Expert System Modeling for Assessment of Open-Ended Items

• In Event: AERA Poster Session 12

Session Type: Poster Session

Abstract

This study inquiries comparative effects of both open-ended and multiple-choice exams in terms of metacognitive and affective dimensions. In addition, it questions the reason of the needs of expert systems in education to assess open-ended items. Dimensions (cognitive strategy, self-checking, worry, effort) were explained via perceptions from experiences of students, teachers, and academicians. Data gathered through qualitative approach was organized under twenty-three categories based on four main themes. The results revealed OE items allow students using their cognitive strategy and self-checking skills more often than MC. Also, MC and the dimension ‘worry’ have positive correlation respectively.

Sub Unit

• SIG-Large-Scale Assessment

Papers

• Questioning Status: An Expert System Modeling for Assessment of Open-Ended Items - Bengi Birgili, MEF University

Discussant

• John R. Donoghue, Educational Testing Service