Is asking same question in different ways has any impact on student achievement?

Abstract

Objective: Multiple-choice and essay exam types are used for assessment of knowledge. The aim of this study was to determine the impact of exam types on student achievement. Method: In this study Istanbul Bilim University School of Medicine 1st year students' (n=66) midterm and final exam results of one course was used. Multiple choice questions were used in midterm exam and essay in final exam. Same four questions were asked as multiple choice in midterm exam while open ended in final exam. Students were divided into two groups. One of two groups constitutes from students answered questions correct in midterm exam and false in final exam. The second group composed of other students. The difference between midterm exam and final exam grade was calculated. Data were analyzed with chi square tests. Significance level was accepted as p<0.05. Results: When assessed for each question separately, large proportion of students whose final exam grades reduced more than 40% was answered the same questions correct in the midterm but false in final exam (for each questions p=0,000; p=0,023; p=0,742, p=0,000 respectively). Conclusion: Achievement of students in same questions differed according to exam type. Learning strategies may have an effect in achievement differences. Further research is planned in order to determine relationship between students' learning strategies, assessment methods and student achievement. (C) 2014 The Authors. Published by Elsevier Ltd.