Comparison of performance on multiple-choice questions and open-ended questions in an introductory astronomy laboratory

When considering the variety of questions that can be used to measure students' learning,instructors may choose to use multiple-choice questions,which are easier to score than responses to open-ended questions. however,by design,analyses of multiple-choice responses cannot describe all of students' understanding. one method that can be used to learn more about students' learning is the analysis of the open-ended responses students' provide when explaining their multiple-choice response. in this study,we examined the extent to which introductory astronomy students' performance on multiple-choice questions was comparable to their ability to provide evidence when asked to respond to an open-ended question. we quantified students' open-ended responses by developing rubrics that allowed us to score the amount of relevant evidence students' provided. a minimum rubric score was determined for each question based on two astronomy educators perception of the minimum amount of evidence needed to substantiate a scientifically accurate multiple-choice response. the percentage of students meeting both criteria of (1) attaining the minimum rubric score and (2) selecting the correct multiple-choice response was examined at three different phases of instruction: directly before lab instruction,directly after lab instruction,and at the end of the semester. results suggested that a greater proportion of students were able to choose the correct multiple-choice response than were able to provide responses that attained the minimum rubric score at both the post-lab and post-instruction phases. © 2014 published by the american physical society.