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Article
Comparing Comprehension Measured by Multiple-Choice and Open-Ended Questions
Psychology Faculty Publications
  • Yasuhiro Ozuru, University of Alaska Anchorage
  • Stephen W. Briner, Sacred Heart University
  • Christopher A. Kurby, Grand Valley State University
  • Danielle S. McNamara, Arizona State University
Document Type
Article
Publication Date
9-1-2013
Abstract

This study compared the nature of text comprehension as measured by multiple-choice format and open-ended format questions. Participants read a short text while explaining preselected sentences. After reading the text, participants answered open-ended and multiple-choice versions of the same questions based on their memory of the text content. The results indicated that performance on open-ended questions was correlated with the quality of self-explanations, but performance on multiple-choice questions was correlated with the level of prior knowledge related to the text. These results suggest that open-ended and multiple-choice format questions measure different aspects of comprehension processes. The results are discussed in terms of dual process theories of text comprehension.

Comments

Published: Ozuru, Yasuhiro et al. "Comparing Comprehension Measured by Multiple-Choice and Open-Ended Questions." Canadian Journal of Experimental Psychology 67.3 (2013):15-27. PMID: 24041303 At the time of publication Stephen Briner was affiliated with University of Illinois at Chicago.

DOI
10.1037/a0032918
Citation Information
Ozuru, Yasuhiro et al. "Comparing Comprehension Measured by Multiple-Choice and Open-Ended Questions." Canadian Journal of Experimental Psychology 67.3 (2013):15-27.