Measuring higher-order cognitive skills with multiple choice questions epotentials and pitfalls of Finnish teacher education entrance

被引:9
作者
Haataja, Eeva S. H. [1 ]
Tolvanen, Asko [2 ]
Vilppu, Henna [3 ]
Kallio, Manne [1 ]
Peltonen, Jouni [4 ]
Metsapelto, Riitta-Leena [2 ]
机构
[1] Univ Helsinki, Fac Educ Sci, POB 9, FIN-00014 Helsinki, Finland
[2] Univ Jyvaskyla, Alvar Aallon Katu 9, Jyvaskyla 40600, Finland
[3] Univ Turku, Dept Teacher Educ, Assistentinkatu 5, Turku 20014, Finland
[4] Univ Oulu, Fac Educ, POB 2000, Oulu 90014, Finland
基金
芬兰科学院;
关键词
Higher-order processing skills; Multiple-choice questions; Student selection; Teacher education; Revised Bloom's taxonomy; EXAMS;
D O I
10.1016/j.tate.2022.103943
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This mixed methods study examines the structure of the multiple-choice exam for student selection in Finnish teacher education. Through qualitative content analysis, we categorized multiple-choice ques-tions into items that assessed lower-and higher-order cognitive processes based on the Revised Bloom's Taxonomy. Exploratory and confirmatory factor analyses yielded four factors that represented lower-and higher-order cognitive processing skills and comprehension of empirical and theoretical items. These were associated with matriculation examination grades, especially with the average grade and the mother tongue grade. When developing future multiple-choice exams for admissions, we recommend emphasizing higher-order processing skills and the role of source materials.(c) 2022 Published by Elsevier Ltd.
引用
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页数:13
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