MEASUREMENT EVALUATION IN GEOMETRY: A COMPARISON OF MULTIPLE CHOICE AND OPEN-ENDED EXAMS

Abstract

To assess students' classroom learning, measurement and evaluation are essential parts of education. Various assessment and evaluation tools are used in this process. Assessment tools generally have multiple-choice and open-ended questions. In this study, it was aimed to examine the relationship between geometry achievement of seventh grade students in multiple-choice and open-ended questions. The study sample was 381 7th graders in a city center in Central Black Sea Region of Turkey.. The data collection tools in the study, in which the survey model was used, were two scales consisting of ten multiple-choice and open-ended questions. The questions were at the level of knowledge, understanding and application according to the learning outcomes in the geometry learning domain in the seventh grade mathematics curriculum. According to the results, the students were more successful in the multiple-choice scale than in the open-ended scale. The students' scores were not normally distributed, Spearman's test was used. A positive and highly significant correlation was found between the students' geometry achievement scores obtained from the multiple-choice and open-ended scales (r_s=0.80, p<0,05). Both open-ended and multiple-choice questions assess seventh graders’ geometry achievement. In future studies, comparisons can be made between different types of tests used in measurement.