Sentence examples for multiple choice instruments from inspiring English sources

For example, it is difficult to expect a project designed for innovative inquiry based learning strategies to improve student test scores, if the tests remain traditional, multiple choice instruments that do not reflect the inquiry based strategies.

So on this external multiple choice instrument, we're getting a Hake gain of around 40, which is actually quite respectable in this is kind of a context.

The TTCI is a 26-item multiple choice instrument that measures students' understanding of phylogenetic trees.

These heterogeneous ideas cannot be uncovered by multiple-choice instruments alone, but may be better revealed by constructed-response assessments (Nehm and Schonfeld, 2008).

Changes in student understanding as measured by the ACORNS open-response question broadly agreed with the results from the multiple-choice instrument.

The results we described support the idea that measuring knowledge and comprehension of fundamental principles of evolution by natural selection with a multiple-choice instrument, such as the CINS, only provides a partial picture of students' understanding of the process of evolution.

In addition to comparing students' total correct scores on the pre and post-test, we assessed students' misconceptions on the pre and post-test multiple-choice instrument by examining their selection of the distractors (incorrect responses) that we had classified as expressing one of our target misconceptions.

We began the instrument construction process by writing, testing, and revising a multiple-choice instrument, the GeDI-Draft 1.

We designed a multiple-choice instrument intended to assess students according to a subset of those course learning outcomes.

The TOSLS is a freely available, multiple-choice instrument that can be readily administered and scored in large-enrollment Gen Ed courses.

[Abstract available: www.informaworld.com/smpp/content∼db=all∼content=a912566870] Tsui and Treagust document the development and implementation of a two-tier multiple-choice instrument for diagnosing high school students' knowledge about genetics (tier 1) as well as their explanations of that knowledge ("reasoning," tier 2).