How Does Washback of Different Formats of Assessment Work Within Classroom in Physical Sciences- A Holistic Study

Abstract

Washback has been defined as an effect of assessment on teaching and learning which may be negative or positive. This study investigated the washback effect of multiple choice question (MCQ) format of assessment on learning of concepts in physical sciences (chemistry) as compared to constructed response tests (CRTs). This study collected perceptions of students through open-ended questionnaires about these two different formats of assessment in the subject of chemistry at the postgraduate level. Perceptions were validated through diagnostic analysis of midterm assessment consisting of CRT and MCQ format revealing their comparative washback. Post-test data were used to compare the performance of students for two sets of comparable chapters. This study revealed that students chose MCQ format to avoid narration and organization of responses, ultimately avoiding creativity, which lead to the proposal of a washback model. This study refutes the perception that MCQ format results in higher marking, is quicker, and is a more objective way of assessment. MCQs produced an equal level of comprehension of concepts as that produced by CRTs as washback applying paired sample t-test. MCQs did elicit higher order thinking but should be used along with other formats to design a comprehensive assessment.