Afraid Not: Student Performance Versus Perception Based on Exam Question Format

Abstract

Successful exam composition can be a difficult task. Exams should not only assess student comprehension, but be learning tools in and of themselves. In a biotechnology course delivered to nonmajors at a business college, objective multiple-choice test questions often require students to choose the exception or “not true” choice. Anecdotal student feedback suggests that students have greater difficulty with this format. To determine whether student perceptions are reflected in performance on “exception” versus “true” multiple-choice questions, similar questions were given on exams and quizzes, some worded to choose the true option, some worded to choose the exception. The percentage of students arriving at the correct answer was determined for each group. Results show that there was no clear advantage based on whether students were asked to choose the true or not true answer.