[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593027-105":59,"doc-detail-593027-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","athens-journal-of-education-volume-8-issue-4-november-2021","Athens Journal of Education - Volume 8 - Issue 4 - November 2021","","The paper examines whether multiple-choice (MC) questions can replace constructed response (CR) formats in business-course exams, focusing on a Norwegian business school context where 30% of tests use MC items. It reports that high essay performance correlates with strong MC results, while also identifying a gender gap favoring male students in MC-based exams. It argues that measuring knowledge dimensions is challenging and concludes it is too early to treat MC scores as reliable predictors of essay outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/athens-journal-of-education-volume-8-issue-4-november-2021/593027/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/athens-journal-of-education-volume-8-issue-4-november-2021/593027.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main question of the study?","Question",{"text":112,"@type":113},"The study asks whether multiple-choice exam formats can substitute for constructed response exams in business courses.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What evidence does the paper provide about student performance?",{"text":117,"@type":113},"Students who perform well on essay questions tend to also achieve good results on multiple-choice questions, showing some overlap between methods.",{"name":119,"@type":110,"acceptedAnswer":120},"What limitations does the paper emphasize?",{"text":121,"@type":113},"It highlights challenges in measuring different knowledge dimensions and concludes that it is too early to treat MC scores as a good predictor of essay-exam outcomes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593027,1792211218,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Athens Journal of Education-Volume 8, Issue 4, November 2021 – Pages 349-360  \nCan Multiple-Choice Questions Replace Constructed Response Test as an Exam Form in Business Courses? Evidence from a Business School  \n*  \nBy Leiv Opstad  \nThe discussion of whether multiple-choice questions can replace the traditional exam with essays and constructed questions in introductory courses has just started in Norway.  \nThere is not an easy answer. The findings depend on the pattern of the questions.  \nTherefore, one must be careful in drawing conclusions. In this research, one will explore a selected business course where 30 percent of the test is comprised of multiple-choice items. There obviously are some similarities between the two test methods. Students who perform well on writing essays tend also to achieve good results when answering multiple-choice questions. The result reveals a gender gap where multiple-choice based exam seems to favor the male students. There are some challenges in how to measure the different dimensions of knowledge. This study confirms this. Hence, it is too early to conclude that a multiple-choice score is a good predictor of the outcome of an essay exam. This paper will provide a beneficial contribution to the debate in Norway, but it needs to be followed up with more research.  \nKeywords: multiple choice test, constructed response questions, business school, gender, regression model.  \nIntroduction  \nThere are some studies related to applying the multiple-choice format in exam tests. Due to the complexity of using multiple-choice, one cannot simply transfer results from other studies. Therefore, it is of interest to explore the experience from a Norwegian business school. One needs more research to get a more complete view of how different kinds of exams work (Krieg & Uyar, 2001).  \nContrary to Northern America, in Norway, it is normal to have a traditional 4-hour written school exam in business courses. This constructed-response (CR) questions format places test-takers under pressure. Many want a system with multiple-choice (MC) questions such as is heavily used in the US, especially in large-scale testing (Livingston, 2009) . Becker and Watts (2001) suggested that MC-test make up 45 percent of the exams in economics. Some advantages ofthe MC-based exam are low administrative costs, the test is easy to complete, and one avoids subjective assessments. It is indisputable how many scores each student has achieved (Walstad, 1998).  \nThe Business School of the Norwegian University of Science and Technology (NTNU) has considered increasing the use of MC-based exams. The reasons are as follows. Firstly, there will be a common and identical exam at three geographically separate campuses from 2020 onwards. There are different instructors and the enrollment qualifications may vary depending on university grounds. Altogether, there might be from 500 to 800 students in the same compulsory course. With  \n*  \nProfessor, Norwegian University of Science and Technology, Norway.  \n[https://doi.org/10.30958/aje.8-4-1](https://doi.org/10.30958/aje.8-4-1) doi=10.30958/aje.8-4-1  \nVol. 8, No. 4 Opstad: Can Multiple-Choice Questions Replace Constructed…  \nseveral examiners involved, there can be inequality in judging of the students’performance. Two students with the identical result do not necessarily get the same grade. Ensuring equal treatment of the students requires substantial resources. With MC-based questions, there will be no bias or different assessment among the business classes. Secondly, there are financial pressures to reduce the costs associated with the exam. Traditionally, there have been two evaluators to determine a student’s letter grade. Today, it is a pressure to have only one examiner, even in courses with many students. A third objective is to reduce the numbers of students asking for validation of the given grade and the numbers of students who complain about the grade decision request a new exam commi","cbCaim6RmPDZFZe5","https://ap.wps.com/l/cbCaim6RmPDZFZe5","pdf",399251,12,"English","# Introduction\n## Rationale for multiple-choice in Norwegian business courses\n## Purpose and scope of the study\n## Measuring competencies: Bloom’s taxonomy","[{\"question\":\"What is the main question of the study?\",\"answer\":\"The study asks whether multiple-choice exam formats can substitute for constructed response exams in business courses.\"},{\"question\":\"What evidence does the paper provide about student performance?\",\"answer\":\"Students who perform well on essay questions tend to also achieve good results on multiple-choice questions, showing some overlap between methods.\"},{\"question\":\"What limitations does the paper emphasize?\",\"answer\":\"It highlights challenges in measuring different knowledge dimensions and concludes that it is too early to treat MC scores as a good predictor of essay-exam outcomes.\"}]","Athens Journal of Education - Volume 8 - Issue 4 - November 2021 | PDF",1792076439]