تصورات طالبات الجامعة حول أنواع أسئلة التقويم التحصيلي وانعكاساتها المعرفية والانفعالية: دراسة نوعية

المراجع الأجنبية:

[1] Beller, M., Gafni, N. (2000). Can Item Format (Multiple Choice vs. Open-Ended) Account for Gender Differences in Mathematics Achievement?. Sex Roles 42, 1–21 https://doi.org/10.1023/A:1007051109754

[2] Ben-Shakhar, G., & Sinai, Y. (1991). Gender Differences in Multiple-choice Tests: The Role of Differential Guessing Tendencies. Journal of Educational Measurement, 28(1), 23–35. https://doi.org/10.1111/j.1745-3984.1991.tb00341.x

[3] Birenbaum, M. (2007). Assessment and Instruction Preferences and Their Relationship with Test Anxiety and Learning Strategies. Higher Education, 53(6), 749–768. https://doi.org/10.1007/s10734-005-4843-4

[4] Birenbaum, M., & Feldman, R. A. (1998). Relationships between Learning Patterns and Attitudes Towards Two Assessment Formats. Educational Research, 40(1), 90–98. https://doi.org/10.1080/0013188980400109

[5] Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

[6] Brown, S., & Knight, P. (1994). Assessing learners in higher education. London: Kogan Page.

[7] Butler, A. C. (2018). Multiple-choice Testing in Education: Are the Best Practices for Assessment also Good for Learning? Journal of Applied Research in Memory and Cognition, 7(3), 323–331. https://doi.org/10.1016/j.jarmac.2018.07.002

[8] Cassady, J. C., & Johnson, R. E. (2002). Cognitive Test Anxiety and Academic Performance. Contemporary Educational Psychology, 27(2), 270–295. https://doi.org/10.1006/ceps.2001.1094

[9] Elliott, S. N. (2016). Achievement tests. In The Curated Reference Collection in Neuroscience and Biobehavioral Psychology (pp. 41-46). Elsevier Science Ltd. https://doi.org/10.1016/B978-0-12-809324-5.05457-2

[10] Entwistle, N., & Tait, H. (1990). Approaches to Learning, Evaluations of Teaching, and Preferences for Contrasting Academic Environments. Higher education, 19(2), 169-194.‏ https://doi.org/10.1007/BF00137106

[11] Eysenck, M. W., & Keane, M. T. (2015). Cognitive Psychology: A Student's Handbook (7th ed.). Psychology Press. https://doi.org/10.4324/9781315778006

[12] Furnham, A., Batey, M. and Martin, G. (2011). How would you like to be Assessed? The Correlates of Students’ Preferences for Assessment Methods. Personality and Individual Differences. 50 (2), pp. 259-263. https://doi.org/10.1016/j.paid.2010.09.040

[13] Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1), 59–82. https://doi.org/10.1177/1525822X05279903

[14] Haladyna, T. M., & Rodriguez, M. C. (2013). Developing and validating test items. New York: Taylor & Francis.

[15] Karpicke, J. D., & Zaromb, F. M. (2010). Retrieval Mode Distinguishes the Testing Effect from the Generation Effect. Journal of Memory and Language, 62(3), 227–239. https://doi.org/10.1016/j.jml.2009.11.010

[16] Kok, S. (2024). Students’ Preference for Assessment Methods. [Bachelor thesis, University of Groningen] https://gmwpublic.studenttheses.ub.rug.nl/3894/1/Students-Preference-for-Assessment-Methods-thesis-Silke-Kok.pdf

[17] Kubinger, K. D., & Gottschall, C. H. (2007). Item Difficulty of Multiple-Choice Tests Dependant on Different Item Response Formats-An Experiment in Fundamental Research on Psychological Assessment. Psychology Science, 49(4), 361–374.

[18] Lim, B.H., D’Ippoliti, C., Dominik, M. et al. (2025). Regional and Institutional Trends in Assessment for Academic Promotion. Nature 638, 459–468 https://doi.org/10.1038/s41586-024-08422-9

[19] Nitko, A.J., & Brootkhart, S.M. (2015) Educational Assessment of Students. 7th Edition, Pearson Education, Inc., Upper Saddle River.

[20] Opstad, L. (2021). Can we Identify the Students who have Success in Macroeconomics Depending on Exam Format by Comparing Multiple-Choice Test and Constructed Response Test?. International Journal of Education Economics and Development, 12(4), 311-328. https://doi.org/10.1504/IJEED.2021.118415

[21] Photopoulos, P., Tsonos, C., Stavrakas, I., & Triantis, D. (2021). Preference for Multiple Choice and Constructed Response Exams for Engineering Students with and without Learning Difficulties. Proceedings of the 13th International Conference on Computer Supported Education, 220–231. https://doi.org/10.5220/0010462502200231

[22] Putwain, D. (2008). Do Examinations Stakes Moderate the Test Anxiety–Examination Performance Relationship? Educational Psychology, 28(2), 109–118. https://doi.org/10.1080/01443410701452264

[23] Roediger, H. L., III, & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255. https://doi.org/10.1111/j.1467-9280.2006.01693.x

[24] Scherer, K. R. (2005). What are emotions? And how can they be measured? Social Science Information, 44(4), 695-729. https://doi.org/10.1177/0539018405058216

[25] Scouller, K. (1998). The Influence of Assessment Method on Students’ Learning Approaches: Multiple Choice Question Examination versus Assignment Essay. Higher Education, 35(4), 453–472. https://doi.org/10.1023/A:1003196224280

[26] Shewikar, F., Hammad, D., & Afolabi, M. (2020). Assessment of Test Anxiety, Student Preferences and Performance on Different Examination Models in Umm AlQura University, Saudi Arabia. the Journal of Nursing Care, 9(3), 1–8. https://doi.org/10.37421/2167-1168.2020.9.501

[27] Sims, D. A., Lucio-Ramirez, C. A., & Cilliers, F. J. (2025). Factors Influencing Clinician-Educators' Assessment Practice in Varied Southern Contexts: A Health Behaviour Theory Perspective. Advances in health sciences education: theory and practice, 30(1), 195–222. https://doi.org/10.1007/s10459-024-10341-3

[28] Smith, M. A., & Karpicke, J. D. (2014). Retrieval Practice with Short-Answer, Multiple-Choice, and Hybrid Tests. Memory, 22(7), 784–802. https://doi.org/10.1080/09658211.2013.831454

[29] Swarat, S., Oliver, P. H., Tran, L., Childers, J. G., Tiwari, B., & Babcock, J. L. (2017). How Disciplinary Differences Shape Student Learning Outcome Assessment: A Case Study. AERA Open, 3(1). https://doi.org/10.1177/2332858417690112

[30] Tozoglu, D., Tozoglu, M. D., Gurses, A., & Dogar, C. (2004). The Students’ Perceptions: Essay Versus Multiple-Choice Type Exams. Journal of Baltic Science Education, 3(2), 52–59.

[31] Turhan, N.S. (2020). Why Do Students Prefer Different Question Types?. International Journal of Progressive Education, 16(3), 132-141. https://doi.org/10.29329/ijpe.2020.248.10

[32] Van de Watering, G. A., Gijbels, D., Dochy, F., & van der Rijt, J. (2008). Students’ Assessment Preferences, Perceptions of Assessment and their Relationships to Study Results. Higher Education, 56(6), 645-658. https://doi.org/10.1007/s10734-008-9116-6

[33] Zeidner, M. (1987). Essay versus multiple-choice type classroom exams: The student's perspective. The Journal of Educational Research, 80(6), 352–358. https://doi.org/10.1080/00220671.1987.10885782

[34] Zeidner, M. (1998). Test anxiety: The state of the Art. New York: Plenum.