Preference for Multiple Choice and Constructed Response Exams for Engineering Students with and without Learning Difficulties

Problem solving is a fundamental part of engineering education. The aim of this study is to compare engineering students' perceptions and attitudes towards problem-based multiple-choice and constructed response exams. Data were collected from 105 students, 18 of them reported to face some learning difficulty. All the students had an experience of four or more problem-based multiple-choice exams. Overall, students showed a preference towards multiple-choice exams although they did not consider them to be fairer, easier or less anxiety invoking. Students facing learning difficulties struggle with written exams independently of their format and their preferences towards the two examination formats are influenced by the specificity of their learning difficulties. The degree to which each exam format allows students to show what they have learned and be rewarded for partial knowledge, is also discussed. The replies to this question were influenced by students' preference towards each examination format.

Automated summary

The study compared engineering students' perceptions and attitudes towards problem-based multiple-choice and constructed response exams, showing a preference towards multiple-choice exams. Students facing learning difficulties struggle with written exams independently of their format, and their preferences towards the examination formats are influenced by the specificity of their learning difficulties.