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Multiple-choice exams: an obstacle for higher-level thinking in introductory science classes.

Kathrin F Stanger-Hall¹

¹Department of Plant Biology, University of Georgia, Athens, GA 30602, USA. ksh@uga.edu

CBE Life Sciences Education

|September 6, 2012

Summary

Introducing constructed-response (CR) questions alongside multiple-choice (MC) exams in introductory science courses significantly enhances students' critical thinking and academic performance. This mixed format encourages deeper learning and reduces gender bias in assessments.

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Area of Science:

Science Education
Cognitive Psychology

Background:

Effective science learning necessitates higher-order critical thinking skills.
Traditional multiple-choice (MC) exams in introductory science may inadvertently promote memorization over critical analysis.
Students often perceive MC tests as requiring less complex cognitive engagement, potentially limiting the development of critical thinking.

Purpose of the Study:

To investigate the impact of different exam formats on students' critical-thinking skills in an introductory biology course.
To determine if incorporating constructed-response (CR) questions influences study behaviors and academic outcomes.
To assess the effect of exam format on gender bias in student performance.

Main Methods:

Two sections of an introductory biology class were compared.
One section received traditional MC exams, while the other received a mixed format including both MC and CR questions.
Student study behaviors, cumulative final exam performance, and gender bias were analyzed, controlling for GPA and gender.

Main Results:

The mixed MC and CR exam format correlated with significantly more cognitively active study behaviors.
Students in the mixed format group demonstrated significantly better performance on the cumulative final exam.
Less gender bias was observed in constructed-response answers compared to MC questions.

Conclusions:

The exclusive use of MC exams in introductory science may impede the development of critical thinking skills.
Integrating CR questions into science assessments can foster deeper learning, enhance critical thinking abilities, and mitigate gender bias.
While beneficial for learning, the introduction of CR questions may initially increase student resistance due to shifts in perceived effort and self-assessment of abilities.