Assessments in Mathematics, undergraduate degree
Claire David
TL;DR
This paper critically examines the effectiveness of multiple choice assessments in undergraduate mathematics courses across major French universities, questioning their validity for measuring student understanding.
Contribution
It provides an empirical analysis of multiple choice tests' validity in undergraduate math education, highlighting potential limitations and implications for assessment practices.
Findings
Questionable validity of multiple choice tests for math comprehension
Evidence of misalignment between test results and actual understanding
Recommendations for alternative assessment methods
Abstract
In the sequel, we question the validity of multiple choice questionnaires for undergraduate level math courses. Our study is based on courses given in major French universities, to numerous audiences.
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Taxonomy
TopicsEducation, sociology, and vocational training