Measuring higher-order cognitive skills with multiple choice questions : potentials and pitfalls of Finnish teacher education entrance
Year of publication
2023
Authors
Haataja, Eeva S. H.; Tolvanen, Asko; Vilppu, Henna; Kallio, Manne; Peltonen, Jouni; Metsäpelto, Riitta-Leena
Abstract
This mixed methods study examines the structure of the multiple-choice exam for student selection in Finnish teacher education. Through qualitative content analysis, we categorized multiple-choice questions into items that assessed lower- and higher-order cognitive processes based on the Revised Bloom's Taxonomy. Exploratory and confirmatory factor analyses yielded four factors that represented lower- and higher-order cognitive processing skills and comprehension of empirical and theoretical items. These were associated with matriculation examination grades, especially with the average grade and the mother tongue grade. When developing future multiple-choice exams for admissions, we recommend emphasizing higher-order processing skills and the role of source materials.
Show moreOrganizations and authors
University of Turku
Vilppu Henna
University of Oulu
Peltonen Jouni
Publication type
Publication format
Article
Parent publication type
Journal
Article type
Original article
Audience
ScientificPeer-reviewed
Peer-ReviewedMINEDU's publication type classification code
A1 Journal article (refereed), original researchPublication channel information
Journal
Parent publication name
Publisher
Volume
122
Article number
103943
ISSN
Publication forum
Publication forum level
3
Open access
Open access in the publisher’s service
Yes
Open access of publication channel
Partially open publication channel
Self-archived
Yes
Other information
Fields of science
Psychology; Educational sciences
Keywords
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Publication country
United Kingdom
Internationality of the publisher
International
Language
English
International co-publication
No
Co-publication with a company
No
DOI
10.1016/j.tate.2022.103943
The publication is included in the Ministry of Education and Culture’s Publication data collection
Yes