Essay versus Multiple-Choice Type Classroom Exams: The Student’s Perspective

摘要: AbstractThe major aim of the present research was to compare students’ attitudes and dispositions toward teacher-made essay versus multiple-choice type exams. The primary study conducted on a sample 174 junior high school students, who were administered test attitude inventory specifically designed assess towards formats variety critical dimensions. partially replicated 101 seventh- eighth-grade students modified version that used in first study. Overall, data from both studies remarkably consistent, pointing more favorable student compared most dimensions assessed. practical significance results for classroom construction are discussed some suggestions made about potential future applications inventories setting.