Comparing Comprehension Measured by Multiple-Choice and Open-Ended Questions

Document Type

Peer-Reviewed Article

Publication Date

9-2013

Abstract

This study compared the nature of text comprehension as measured by multiple-choice format and open-ended format questions. Participants read a short text while explaining preselected sentences. After reading the text, participants answered open-ended and multiple-choice versions of the same questions based on their memory of the text content. The results indicated that performance on open-ended questions was correlated with the quality of self-explanations, but performance on multiple-choice questions was correlated with the level of prior knowledge related to the text. These results suggest that open-ended and multiple-choice format questions measure different aspects of comprehension processes. The results are discussed in terms of dual process theories of text comprehension.

Comments

At the time of publication Stephen Briner was affiliated with University of Illinois at Chicago.

DOI

10.1037/a0032918

PubMed ID

24041303

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