Unraveling Performance on Multiple-Choice and Free-Response University Exams: A Multilevel Analysis of Study Time, Lecture Attendance and Personality Traits

• Published in: Psychology science Vol. 66; no. 1; pp. 63 - 91
• Main Authors: Ortner, Tuulia M, Keneder, Verena, Breuer, Sonja, Gruber, Freya M, Scherndl, Thomas
• Format: Journal Article
• Language: English
• Published: Lengerich PABST Science Publishers 01.01.2024
• Subjects: Anxiety; Colleges & universities; Education; Educational objectives; Feedback; Formative evaluation; Learning; Personality; Psychological assessment; Skills; Students; Validity
• ISSN: 2190-0493; 2190-0507
• DOI: 10.2440/001-0013

[...]summative assessment offers a retrospective evaluation of a student's performance up to a specific moment (e.g., exams)-an assessment method still widely used in German-speaking countries (Falck, 2023). [...]the Assessment Reform Group (ARG) initiated various jects to that assessment policies and practices integrate relevant research and ideas about the appropriate ways to assess school and university student outcomes. Furthermore, they outlined the importance of reliability and validity of assessments as well as research-based principles (Mansell et at, 2009). Besides these guidelines, guidelines, individual recommendations have been put forth: The influence of particular assessment methods may extend beyond mere evaluation, also affecting learning through the quality and effectiveness of student engagement, exam preparation, and test performance (see also Lindner et al., 2015; Stanger-Hall, 2012). [...]studies have identified differences when comparing scores from MC versus FR exam results (e.g., Breuer et al., 2020; Breuer et al., 2023; Bulut et ak, 2023; Gültekin & Demirtaşlı, 2012; Rodriguez, 2003).