December 1, 1997
Differential Effects of Question Formats in Math Assessment on Metacognition and Affect
Authors:
Harold F. O'Neil Jr. and Richard S. Brown
This study investigates the effect of question format on metacognitive and affective processes of children in the context of a large-scale mathematics assessment program. Mathematical items were presented in both multiple-choice and open-ended question formats to eighth-grade students (N = 1,032) as part of the California Learning Assessment System (CLAS). Metacognition and affect were measured following each format for males and females of various ethnic groups. Results indicate that open-ended and multiple-choice formats have differential effects. Open-ended questions induced more cognitive strategy usage, less self-checking, and greater worry than did multiple-choice questions. These effects did not vary substantially as a function of gender and ethnicity.
O’Neil, H. F. Jr., & Brown, R. S. (1997). Differential effects of question formats in math assessment on metacognition and affect (CSE Report 449). Los Angeles: University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).|O’Neil, H. F. Jr., & Brown, R. S. (1997). Differential effects of question formats in math assessment on metacognition and affect (CSE Report 449). Los Angeles: University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).