Advantages and Disadvantages of Using the Answer-Until-Correct Multiple-Choice Test Format for a Class of Non-STEM Majors

Abstract

This paper deals with the advantages and disadvantages to both the faculty member and to the students of using the answer-until-correct multiple-choice test format for a class specifically designed for non-STEM majors, who need a breath of knowledge science course. Comments from students are given about why they prefer answer-until-correct examinations. In addition, data are given about how the students approach and if the students actually learn from an answer-until-correct examination.

Investigation into the intersection between response process validity and answer-until-correct validity: development of the repeated attempt processing issue detection (RAPID) method

“…The results present an opportunity for both researchers and practitioners to evaluate assumptions made when considering the benefits of answer-until-correct assessments. The results of the RAPID coding align with the existing literature showing benefits of answer-until-correct assessments (Brown et al, 1999;Brosvic et al, 2005;Clariana and Koul, 2005;Slepkov, 2013;Attali, 2015;Pinhas, 2021). For this sample of students, 49% of those who required multiple attempts progressed in their reasoning suggesting answer-until-correct assessments are indeed helping students learn.…”

“…learning, student appreciation, and creation of assessments which have questions build off of one another because the correct answer to the previous questions can always be found (Epstein, 2002;Dibattista et al, 2004;Clariana and Koul, 2005;Slepkov and Shiell, 2014;Attali, 2015;Schneider et al, 2018;Pinhas, 2021). Another commonly cited advantage is that partial credit based on number of attempts can be awarded without making assumptions about the processes used by students to arrive at their response (Pressey, 1950;Epstein et al, 2002).…”