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Open-ended exams and multiple-choice exams are two types of examinations that are highly preferred in educational sciences. They have several advantages in terms of their characteristics, and they also have some limitations. These advantages and limitations affect the use of these exams both in national exams and in the exams administered by teachers in their classes. The purpose of the present research is revealing the perceptions of the candidates of the classroom teachers by means of metaphors. The research was carried in accordance with qualitative research methods and designs. The research was designed according to phenomenology. The study group consisted of 355 pre-service classroom teachers. According to the findings of the present research, pre-service classroom teachers produced 240 metaphors related to open-ended and multiple-choice exams. The metaphors produced by the pre-service classroom teachers related to the classical open-ended exams were grouped under 13 categories, while the metaphors for multiple choice exams were grouped under a total of 10 categories. The most frequently used metaphors produced for open-ended examinations were “freedom in answering” (24.5%), “requiring knowledge” (20.4%) and “negative association” (11.2%), while for the multiple-choice exams these were “offering options” (28.8%) and “chance success” (20.4%).

Metaphors on Open-Ended Question and Multiple-Choice Tests Produced by Pre-Service Classroom Teachers