TITLE

Sometimes adults miss the main ideas and do not realize it: Confidence in responses to short-answer and multiple-choice comprehension questions

AUTHOR(S)
Pressley, Michael; Ghatala, Elizabeth S.; Woloshyn, Vera; Pine, Jennifer
PUB. DATE
June 1990
SOURCE
Reading Research Quarterly;Summer1990, Vol. 25 Issue 3, p234
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
In two experiments Canadian university students read challenging passages, each of which was followed by a short-answer or multiple-choice question covering some content in the passage. In the first experiment, each student was asked to read a passage and answer the accompanying question, and then to make a decision whether to move forward (if he or she thought the answer was probably correct) or to look back in the text and try the question again (if he or she believed the response was probably incorrect). As found in previous research, students' monitoring of their reading and rereading was slightly better in the short-answer than in the multiple-choice condition. More striking, however, was the finding that students rarely chose to look back for general, thematic questions (as contrasted with detail questions), even when their answers were incorrect, in Experiment 2, students were asked directly to rate their confidence in their answers to short-answer and multiple-choice questions. As in the first study, students had great confidence that their answers to thematic questions in both short-answer and multiple-choice formats were correct, even when they were wrong, importantly, students' overconfidence in answers to thematic questions was not related to their verbal ability. The authors conclude that when adults read challenging, inconsiderate texts, they may often be unaware of gross comprehension problems. Future research is necessary to determine how common such serious misperceptions are among adults.
ACCESSION #
19441771

 

Related Articles

  • Delusions about performance on multiple-choice comprehension tests. Pressley, Michael; Ghatala, Elizabeth S. // Reading Research Quarterly;Fall1988, Vol. 23 Issue 4, p454 

    Are adult readers aware of their performance following multiple-choice comprehension tests? This issue was investigated by having university students respond to three kinds of multiple-choice items: reading comprehension questions (reading a text and answering inferential questions), opposites...

  • A Self-Reflective View of Reading Assessment. Hickey, Kathleen // Research & Teaching in Developmental Education;Fall2009, Vol. 26 Issue 1, p58 

    In this article, the author shares her views regarding the assessment of reading in order to get a clearer sense of reading abilities of the students. The author found that many of the students lacked the confidence and were not able to go beyond a certain level for answering simple right/wrong...

  • Better Multiple-Choice Tests (Assessments, Part 3). Shank, Patti // Online Classroom;Mar2006, p4 

    The article presents information on the importance of multiple-choice tests to assess achievement in online learning. These tests can be used to measure achievement of multiple levels of learning objectives if designed properly. The ability to analyze a situation, apply principles, discriminate,...

  • Developing and evaluating multiple choice tests. Hoepfl, Marie C. // Technology Teacher;Apr94, Vol. 53 Issue 7, p25 

    Focuses on the development and evaluation of multiple choice examinations. Guidelines for making multiple choice tests; Evaluation of choices.

  • Predicting difficulty of the discrimination indices for economic multiple-choice questions. Jeong, Dong K.; Coley, Basil G. // Atlantic Economic Journal;Mar1994, Vol. 22 Issue 1, p79 

    Comments on the paper `Predicting Difficulty of the Discrimination Indices for Economic Multiple-Choice Questions,' by L. Michael Couvilion and Bonnie L. Bechard. Identification of a systematic method for instructors in making better multiple-choice questions; Estimation of the quadratic...

  • Dr. Death's Demonic Distractors. Heppner, Frank // BioScience;Nov85, Vol. 35 Issue 10, p647 

    States that multiple choice exams can be stressful for college students. Techniques to relieve the tension; Inclusion of questions that are humorous; Examples of questions to be used; Questions for different subjects.

  • Know the News.  // Weekly Reader News - Senior;11/5/2004, Vol. 83 Issue 9, p8 

    Presents a multiple-choice quiz on several topics featured in the November 2004 issue of "Weekly Reader--Senior."

  • Geography Teacher Review.  // Virginia's Heritage & Environment;2008, p53 

    The article presents multiple-choice questions related to Virginia including one on a popular logo of Norfolk, Virginia, one on location of Virginia Beach, and another on Blue Ridge Mountains.

  • Differential Daily Writing Conditions and Performance on Major Multiple-Choice Exams. Hautau, Briana; Turner, Haley; Carroll, Erin; Jaspers, Kathryn; Krohn, Katy; Parker, Megan; Williams, Robert // Journal of Behavioral Education;Sep2006, Vol. 15 Issue 3, p170 

    Students ( N=153) in three equivalent sections of an undergraduate human development course compared pairs of related concepts via either written or oral discussion at the beginning of most class sessions. A writing-for-random-credit section achieved significantly higher ratings on the writing...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics