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Title: Olsher, S., and Yerushalmy, M., (2017). What can we learn about mathematics multiple choice problems from attached supporting examples?. Submitted to The 10th Congress of European Research in Mathematics Education (CERME 10), Dublin, Ireland, February 1-5

posted Jun 6, 2017, 7:13 AM by Gil Glick Shimony   [ updated Jun 6, 2017, 7:16 AM ]
Multiple choice (MC) items are the natural choice for automated online assessment. Ideally, making a choice should be based on knowledge and reasoning. Nevertheless, studies demonstrate that often various techniques (e. g. guessing) are the common practices. In the last decade technology is recruited to support real-time feedback as formative assessment for teaching and learning. One of the affordances of the STEP platform is for students to use interactive diagram to explore an example space and submit examples that respond to a prompt given in a task. This study examines whether and how learner generated examples, when required as support to the choice made in MC task, could be automatically identified to give insight about student understanding. Results show discrepancies between chosen correct statements and their supporting examples. Other automatically assessed characteristics are related to student approaches and strategies.
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