Abstract
Assessment is central to effective teaching, and the structure of exam questions significantly influences both learning and instruction. Multiple-choice (MCQ) and short-answer (SAQ) questions are widely used and frequently studied, each offering distinct advantages and limitations for formative and summative assessment. This study examined a modified multiple-choice format, multiple-choice questions with explanation (MCQwE), for which students selected an answer and briefly explained their reasoning. Designed to combine the efficiency of MCQs with the diagnostic value of open-ended responses, MCQwE were implemented in an undergraduate speech science course and compared to traditional MCQs and SAQs in terms of student performance. Findings suggest that MCQwE provide a practical alternative to traditional formats by bridging the gap between MCQs and SAQs, eliciting more focused, nuanced student responses while offering deeper insight into student reasoning. The efficiency and diagnostic value of MCQwE can enhance formative assessment, support deeper learning, and inform instructional decisions throughout a course.
Recommended Citation
Siren, K. A.
(2026).
From Answers to Understanding: Bridging the Gap Between Multiple-Choice and Open-Ended Questions.
Teaching and Learning in Communication Sciences & Disorders, 10(1).
DOI: https://doi.org/10.61403/2689-6443.1414
Included in
Curriculum and Instruction Commons, Speech and Hearing Science Commons, Speech Pathology and Audiology Commons
