Measuring higher-order cognitive skills with multiple choice questions : potentials and pitfalls of Finnish teacher education entrance
Haataja, E. S. H., Tolvanen, A., Vilppu, H., Kallio, M., Peltonen, J., & Metsäpelto, R.-L. (2023). Measuring higher-order cognitive skills with multiple choice questions : potentials and pitfalls of Finnish teacher education entrance. Teaching and Teacher Education, 122, Article 103943. https://doi.org/10.1016/j.tate.2022.103943
Published inTeaching and Teacher Education
DisciplineKasvatuspsykologiaPsykologiaOpettajien koulutuksen tutkimus (opetus, oppiminen, opettajuus, oppimispolut, koulutus)KasvatuspsykologiaPsychologyTeacher education research (teaching, learning, teacher, learning paths, education)
© 2023 The Authors. Published by Elsevier Ltd.
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.
ISSN Search the Publication Forum0742-051X
Publication in research information system
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Related funder(s)Academy of Finland
Funding program(s)Academy Project, AoF
Additional information about fundingThis study was a part of the SITE consortium project of University of Jyväskylä and University of Turku and was funded by the Academy of Finland (project number 342191).
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