The Effect of Problem Format on Students Responses

Abstract

As part of large-scale assessment project at Texas Tech University, we studied the effect of problem format on students responses to quiz questions. The same problem was written in multiple formats and administered as a quiz in the large introductory physics sections in both the algebra-based and calculus-based classes. The formats included multiple-choice (MC) only, MC and free response (FR) and FR only. Variations in the FR wording were also explored. We examined the ability of students to both choose the correct answer and correctly explain their reasoning and show their calculations. We also analyzed the type of written responses the students used to support their answers. We found that a large percentage of the students who chose the correct answer could not support their answer with correct reasoning or calculations.