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Physical Review Special Topics - Physics Education Research
written by Michael Scott, Timothy Stelzer, and Gary Gladding
The reliability and validity of professionally written multiple-choice exams have been extensively studied for exams such as the SAT, graduate record examination, and the force concept inventory. Much of the success of these multiple-choice exams is attributed to the careful construction of each question, as well as each response. In this study, the reliability and validity of scores from multiple-choice exams written for and administered in the large introductory physics courses at the University of Illinois, Urbana-Champaign were investigated. The reliability of exam scores over the course of a semester results in approximately a 3% uncertainty in students' total semester exam score. This semester test score uncertainty yields an uncertainty in the students' assigned letter grade that is less than 1/3 of a letter grade. To study the validity of exam scores, a subset of students were ranked independently based on their multiple-choice score, graded explanations, and student interviews. The ranking of these students based on their multiple-choice score was found to be consistent with the ranking assigned by physics instructors based on the students' written explanations ( r>0.94 at the 95% confidence level) and oral interviews (r=0.94?0.09+0.06).
Subjects Levels Resource Types
Education Foundations
- Assessment
= Instruments
General Physics
- Physics Education Research
- Lower Undergraduate
- Reference Material
= Research study
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© 2006 American Physical Society
DOI:
10.1103/PhysRevSTPER.2.020102
PACS:
01.40.Fk
Keywords:
Interviews, Multiple Choice Exams, Reliability, Validity
Record Creator:
Metadata instance created February 7, 2007 by Lyle Barbato
Record Updated:
June 20, 2008 by Lyle Barbato
Last Update
when Cataloged:
July 28, 2006
Other Collections:

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Record Link
AIP Format
M. Scott, T. Stelzer, and G. Gladding, , Phys. Rev. ST Phys. Educ. Res. 2 (2), (2006), WWW Document, (https://doi.org/10.1103/PhysRevSTPER.2.020102).
AJP/PRST-PER
M. Scott, T. Stelzer, and G. Gladding, Evaluating multiple-choice exams in large introductory physics courses, Phys. Rev. ST Phys. Educ. Res. 2 (2), (2006), <https://doi.org/10.1103/PhysRevSTPER.2.020102>.
APA Format
Scott, M., Stelzer, T., & Gladding, G. (2006, July 28). Evaluating multiple-choice exams in large introductory physics courses. Phys. Rev. ST Phys. Educ. Res., 2(2). Retrieved July 24, 2024, from https://doi.org/10.1103/PhysRevSTPER.2.020102
Chicago Format
Scott, M, T. Stelzer, and G. Gladding. "Evaluating multiple-choice exams in large introductory physics courses." Phys. Rev. ST Phys. Educ. Res. 2, no. 2, (July 28, 2006), https://doi.org/10.1103/PhysRevSTPER.2.020102 (accessed 24 July 2024).
MLA Format
Scott, Michael, Timothy Stelzer, and Gary Gladding. "Evaluating multiple-choice exams in large introductory physics courses." Phys. Rev. ST Phys. Educ. Res. 2.2 (2006). 24 July 2024 <https://doi.org/10.1103/PhysRevSTPER.2.020102>.
BibTeX Export Format
@article{ Author = "Michael Scott and Timothy Stelzer and Gary Gladding", Title = {Evaluating multiple-choice exams in large introductory physics courses}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {2}, Number = {2}, Month = {July}, Year = {2006} }
Refer Export Format

%A Michael Scott %A Timothy Stelzer %A Gary Gladding %T Evaluating multiple-choice exams in large introductory physics courses %J Phys. Rev. ST Phys. Educ. Res. %V 2 %N 2 %D July 28, 2006 %U https://doi.org/10.1103/PhysRevSTPER.2.020102 %O application/pdf

EndNote Export Format

%0 Journal Article %A Scott, Michael %A Stelzer, Timothy %A Gladding, Gary %D July 28, 2006 %T Evaluating multiple-choice exams in large introductory physics courses %J Phys. Rev. ST Phys. Educ. Res. %V 2 %N 2 %8 July 28, 2006 %U https://doi.org/10.1103/PhysRevSTPER.2.020102


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