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Home CCSU Theses & Dissertations Examining Student Performance on Open-Ended Questions

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Identifier	Thesis 1976
Author	McClure, Kathleen R. Gallo
Title	Examining Student Performance on Open-Ended Questions
Publisher	Central Connecticut State University
Date	2008
Resource Type	Master's Thesis
Notes	Educators are aware that there are different types of assessment. Researchers have reported that not only are assessments different, but the way in which a question is phrased on an assessment can affect whether or not students answer successfully. There are many aspects to writing assessments that teachers must take into consideration in order to accurately measure student learning. Researchers have reported that many traditional mathematics assessments ask questions that require students to recall facts or demonstrate a simple skill (Sullivan and Lilburn, 2002). This kind of question is what was considered a closed question. Researchers in favor of open-ended questions report that this kind of question gives students the opportunity to answer at a more profound level of understanding (Goetz, 2005). These two different kinds of questions were the basis of the research done in this study. This research was conducted in a suburban middle school in Connecticut. The subjects were seventh grade students. These students had been grouped by mathematical ability; level one for higher ability and level two for average ability. The work of the students in these five classes was examined. Two of the classes were designated for higher ability students, and the other three classes were designated for average ability students. While theoretically the classes were homogeneously grouped, there was a wide variety of abilities at each level. The work of these students during the unit on Ratio and Proportion was examined. Assessments were designed to have both closed and open-ended questions. An analysis of student performance on each kind of question was done, and a comparison of performances was completed. The investigator tried to obtain a complete analysis of students' understanding of the material by posing the various kinds of open-ended questions as appropriate, and comparing the results with those on the closed questions.
Subject	Mathematics -- Study and teaching (Middle school)
Department	Department of Mathematical Sciences
Advisor	Kalder, Robin S.
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	713734023
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