Exploring how complex multiple-choice questions could contribute to inequity in introductory physics
We found CMC questions are more difficult for everyone. Future research should examine the source of this difficulty and whether that source is functionally related to learning and assessment. Our data does not support using CMC questions instead of non-CMC questions as a way to differentiate top-performing students from everyone else.
Authors
- Rebecca L. Matz
- Nicholas T. Young (ORCID: https://orcid.org/0000-0003-1396-416X)
- Mark Mills (ORCID: https://orcid.org/0000-0002-1145-9592)
- Caitlin Hayward (ORCID: https://orcid.org/0000-0001-5078-709X)
- Eric F. Bell (ORCID: https://orcid.org/0000-0002-5564-9873)
Institutions
- University of Georgia (US)
- University of Michigan (US)
- Michigan United (US)
Publication Details
- Journal
- PLoS ONE
- Published
- 2025-05-30
- DOI
- https://doi.org/10.1371/journal.pone.0323813
- Primary Topic
- Science Education and Pedagogy
- Type
- article
- Field-Weighted Citation Impact
- 0.00
Funders
- National Science Foundation