Two-tier multiple-choice questions as a means of increasing discrimination: Case-study of a basic electric circuits course

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6 Scopus citations

Abstract

One of the widely used tools for summative assessment in engineering education is the multiple-choice test. A two-tier multiple-choice question, in which the first item is a fact-based question and the second item is a reasoning-based question, permits higher-order thinking skills to be evaluated. The study described in this article characterised the discrimination level of two-tier multiple-choice questions in the final examination of the course, Electric Circuit Theory, intended for sophomore electrical engineering students. Six hundred and thirty-two students from the Technion - Israel Institute of Technology, Haifa, Israel, participated in the study. According to the findings, the discrimination level of two-tier multiple-choice questions is good and higher (with large effect size) than that of their one-tier counterparts.

Original languageEnglish
Pages (from-to)139-144
Number of pages6
JournalGlobal Journal of Engineering Education
Volume21
Issue number2
StatePublished - 2019

Keywords

  • Discrimination
  • Electric circuit theory
  • Two-tier multiple-choice questions

ASJC Scopus subject areas

  • General Computer Science
  • Education

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