How Does Writing Intensity Impact Students’ Views of a Course?
Amanda Joyce, Psychology, Murray State University
Abstract: When evaluating student learning, many professors and students prefer multiple-choice tests for their perceived ease in grading, and taking, respectively (i.e., Walstad & Becker, 1994; Zeidner, 1987).
However, many professors prefer essay evaluations for more thoroughly examining student thought processes and knowledge (Walstad & Becker, 1994). The purpose of this evaluation was to determine if students had a more positive course experience when given the opportunity to express themselves through essay writing. 166 students in 5 sections of 3 courses in a mid-sized Southeastern Psychology department completed end-of-semester evaluations in which they reported on various learning outcomes. Two course sections evaluated students primarily through multiple-choice exams, while the remaining 3 sections assigned students essay exams and assignments. Students’ overall ratings of the essay courses ( mean =
4.03, SD = .06) were higher than their ratings of the multiple-choice courses ( mean = 3.70, SD = .00; t (164)
= 57.31, p < .0001). Interestingly, students rated the challenge and engagement levels of essay courses
( mean = 4.33, SD = .29) lower than multiple-choice courses ( mean = 4.70, SD = .28; t (164) = 7.87, p <
.0001). However, students rated the relevance of course material as higher in essay courses ( mean = 3.97,
SD = .31) than in multiple-choice courses ( mean = 3.75, SD = .35; t (164) = 4.01, p < .0001). They also rated their instructor’s interest in student learning as higher in essay courses ( mean = 4.47, SD = .25) than in multiple-choice courses ( mean = 4.10, SD = .14; t (164) = 12.23, p < .0001). Results imply that students’ course experience can be improved, in some ways, with essay opportunities, which allow professors to give more detailed feedback to students. However, future research is needed to determine why challenge and engagement levels are negatively impacted by essay opportunities.
Walstad, W. B., & Becker, W. E. (1994). Achievement differences on multiple-choice and essay tests in economics. The American Economic Review , 193-196.
Zeidner, M. (1987). Essay versus multiple-choice type classroom exams: The student’s perspective. The
Journal of Educational Research , 80 (6), 352-358.