Further Evidence Favoring Three-Option Items in Multiple-Choice Tests

1998 ◽  
Vol 14 (3) ◽  
pp. 197-201 ◽  
Author(s):  
Ana R. Delgado ◽  
Gerardo Prieto
Keyword(s):  
Test Item ◽  
Multiple Choice ◽  
Achievement Test ◽  
Optimal Number ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Multiple Choice Tests ◽  
Test Items ◽  
Choice Tests ◽  
Item Writing

This study examined the validity of an item-writing rule concerning the optimal number of options in the design of multiple-choice test items. Although measurement textbooks typically recommend the use of four or five options - and most ability and achievement tests still follow this rule - theoretical papers as well as empirical research over a period of more than half a century reveal that three options may be more suitable for most ability and achievement test items. Previous results show that three-option items, compared with their four-option versions, tend to be slightly easier (i. e., with higher traditional difficulty indexes) without showing any decrease in discrimination. In this study, two versions (with four and three options) of 90 items comprising three computerized examinations were applied in successive years, showing the expected trend. In addition, there were no systematic changes in reliability for the tests, which adds to the evidence favoring the use of the three-option test item.

PRACTICAL EXPERIENCE IN DEVELOPING MULTIPLE CHOICE TEST ITEMS FOR MONITORING THE CURRENT PROGRESS OF STUDENTS OF MECHANICAL ENGINEERING SPECIALTIES

2021 ◽  
pp. 41-52
Author(s):  
V. L. Kiselev ◽  
V. V. Maretskaya ◽  
O. V. Spiridonov
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Mechanical Engineering ◽  
Multiple Choice ◽  
Practical Experience ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Multiple Choice Tests ◽  
Test Items ◽  
Choice Tests

Testing is one of the most effective ways for monitoring of students՚ current academic performance. Multiple choice tests are the most common and most often used tasks in the practical activities of higher education teachers. The approaches to the test development are shown and examples of test tasks for students of engineering specialties of highereducational institution are presented in the article.

Increasing Alpha Reliabilities of Multiple-Choice Tests with Linear Polychotomous Scoring

1995 ◽  
Vol 77 (3) ◽  
pp. 760-762
Author(s):  
Kenneth S. Shultz
Keyword(s):  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Multiple Choice Tests ◽  
Test Items ◽  
Choice Tests ◽  
Dichotomous Scoring

Little research has been conducted on the use of linear polychotomous scoring of multiple-choice test items. Therefore, several tests were analyzed using both dichotomous and polychotomous scoring of test items to assess how the alpha reliabilities of the tests change based on the type of scoring used. In each case, the alpha reliabilities of the tests increased, with the same or fewer number of items in each test, when polychotomous (vs dichotomous) scoring of multiple-choice test items was used.

Test-Retest Reliability of a Formula-Scored Multiple-Choice Test

1984 ◽  
Vol 54 (2) ◽  
pp. 419-425
Author(s):  
R. A. Weitzman
Keyword(s):  
Correct Answer ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Monte Carlo Data ◽  
Retest Reliability ◽  
Multiple Choice Tests ◽  
Test Items ◽  
Choice Tests ◽  
Test Retest Reliability

In an ideal multiple-choice test, defined as a multiple-choice test containing only items with options that are all equally guessworthy, the probability of guessing the correct answer to an item is equal to the reciprocal of the number of the item's options. This article presents an asymptotically exact estimator of the test-retest reliability of an ideal multiple-choice test. When all test items have the same number of options, computation of the estimator requires, in addition to the number of options per item, the same information as computation of the Kuder-Richardson Formula 21: the total number of items answered correctly on a single testing occasion by each person tested. Both for ideal multiple-choice tests and for nonideal multiple-choice tests for which the average probability of guessing the correct answer to an item is equal to the reciprocal of the number of options per item, Monte Carlo data show that the estimator is considerably more accurate than the Kuder-Richardson Formula 21 and, in fact, is very nearly exact in populations of the order of 1000 persons.

scholarly journals Analysis of Item Writing Flaws in a Communications Skills Test in a Ghanaian University

2021 ◽  
Vol 10 (2) ◽  
pp. 121-143
Author(s):  
ATO KWAMINA ARHIN ◽  
Jonathan Essuman ◽  
Ekua Arhin
Keyword(s):  
Communication Skills ◽  
English Language ◽  
Pearson Correlation ◽  
Multiple Choice ◽  
Language Teachers ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Test Items ◽  
Item Writing ◽  
English Language Teachers

Adhering to the rules governing the writing of multiple-choice test items will ensure quality and validity. However, realizing this ideal could be challenging for non-native English language teachers and students. This is especially so for non-native English language teachers because developing test items in a language that neither they nor their students use as their mother tongue raises a multitude of issues related to quality and validity. A descriptive study on this problem was conducted at a Technical University in Ghana which focused on item writing flaws in a communication skills test. The use of multiple-choice test in Ghanaian universities has increased over the last decade due to increasing student intake. A 20-item multiple-choice test in communication skills was administered to 110 students. The test items were analyzed using a framework informed by standard item writing principles based on the revised taxonomy of multiple-choice item-writing guides by Haladyna, Downing and Rodriguez (2002). The facility and discrimination index (DI) was calculated for all the items. In total, 60% of the items were flawed based on standard items writing principles. The most violated guideline was wording stems negatively. Pearson correlation analysis indicated a weak relationship between the difficulty and discrimination indices. Using the discrimination indices of the flawed items showed that 84.6 % of them had discrimination indices below the optimal level of 0.40 and above. The lowest DI was recorded by an item with which was worded negatively. The mean facility of the test was 45%. It was observed that the flawed items were more difficult than the non-flawed items. The study suggested that test items must be properly reviewed before they are used to assess students’ knowledge.

scholarly journals An Automatic Quantification of the Randomness of Answering Correctly in Taking Traditional Multiple-choice Tests

2018 ◽  
Vol 8 (9) ◽  
pp. 1152
Author(s):  
Qingsong Gu ◽  
Michael W. Schwartz
Keyword(s):  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Microsoft Excel ◽  
Automatic Quantification ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Multiple Choice Items ◽  
Passing Score ◽  
Random Guessing

In taking traditional multiple-choice tests, random guessing is unavoidable yet nonnegligible. To uncover the “unfairness” caused by random guessing, this paper designed a Microsoft Excel template with the use of relevant functions to automatically quantify the probability of answering correctly at random, eventually figuring out the least scores a testee should get to pass a traditional multiple-choice test with different probabilities of answering correctly at random and the “luckiness” for passing it. This paper concludes that, although random guessing is nonnegligible, it is unnecessary to remove traditional multiple-choice items from all testing activities, because it can be controlled through changing the passing score and the number of options or reducing its percentage in a test.

scholarly journals The Analysis of the Teacher-Made Multiple-Choice Tests Quality for English Subject

2020 ◽  
Vol 4 (3) ◽  
pp. 272
Author(s):  
M.S.D, Indrayani ◽  
A.A.I.N, Marhaeini ◽  
A.A.G.Y, Paramartha ◽  
L.G.E, Wahyuni
Keyword(s):  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Multiple Choice Tests ◽  
Descriptive Research ◽  
Choice Tests ◽  
Research Document ◽  
Editing Process ◽  
English Subject

This study aimed at investigating and analyze the quality of teacher-made multiple-choice tests used as summative assessment for English subject. The quality of the tests was seen from the norms in constructing a good multiple-choice test. The research design used was descriptive research. Document study and interview were used as methods of collecting the data. The data was analyzed by comparing the 18 norms in constructing a good multiple-choice test and the multiple-choice tests, then, analyzed by using formula suggested by Nurkencana. The result showed the quality of the teacher-made multiple-choice tests a is very good with 79 items (99%) qualified as very good and I item (1%) qualified good. There were still found some problems referring to some norms. Therefore, it is suggested that the teachers have to pay attention to these unfulfilled norms. To minimize the issues, it is further suggested to do peer review, rechecking, and editing process.

Analyzing the Distractors of Multiple-Choice Test Items or Partitioning Multinomial Cell Probabilities with Respect to a Standard

1981 ◽  
Vol 41 (4) ◽  
pp. 1051-1068 ◽  
Author(s):  
Rand R. Wilcox
Keyword(s):  
Retrospective Study ◽  
Test Item ◽  
Multiple Choice ◽  
Point Of View ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Small Probability ◽  
Indifference Zone ◽  
Test Items ◽  
Formal Framework

When analyzing the distractors of multiple-choice test items, it is sometimes desired to determine which of the distractors has a small probability of being chosen by a typical examinee. At present, this problem is handled in an informal manner. In particular, using an arbitrary number of examinees, the probabilities associated with the distractors are estimated and then sorted according to whether the estimated values are above or below a known constant p0 In this paper a more formal framework for solving this problem is described. The first portion of the paper considers the problem from the point of view of designing an experiment. The solution is based on a procedure similar to an indifference zone formulation of a ranking and election problem. A later section considers methods that might be employed in a retrospective study. Brief consideration is also given to how an analysis might proceed when a test item has been altered in some way.

Changing Multiple-Choice Test Answers: An Informal Look

1991 ◽  
Vol 69 (3) ◽  
pp. 769-770
Author(s):  
John Trinkaus
Keyword(s):  
Business Students ◽  
Multiple Choice ◽  
Business Administration ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Business Administration Students ◽  
Undergraduate Business Students ◽  
Administration Students

A number of studies performed primarily with students studying education and psychology suggest a generally held belief that more points are to be lost than gained by changing initial answers on multiple-choice tests. A survey of 442 undergraduate business students tended to confirm the results of a recent inquiry that implied business administration students appear to hold a similar belief.

Effect of Chance Success Due to Guessing on Error of Measurement in Multiple-Choice Tests

1965 ◽  
Vol 16 (3_suppl) ◽  
pp. 1193-1196 ◽  
Author(s):  
Donald W. Zimmerman ◽  
Richard H. Williams
Keyword(s):  
Multiple Choice ◽  
Error Variance ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Minimum Standard ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Standard Error Of Measurement ◽  
Error Of Measurement ◽  
Chance Success

Chance success due to guessing is treated as a component of the error variance of a multiple-choice test score. It is shown that for a test of given item structure the minimum standard error of measurement can be estimated by the formula (N−X)/a. where N is the total number of items, X is the score, and a is the number of alternative choices per item. The significance of non-independence of true score and this component of error score on multiple-choice tests is discussed.

Developing Professional Knowledge and Confidence in Higher Education

2010 ◽  
Vol 1 (4) ◽  
pp. 32-41 ◽  
Author(s):  
E. Serradell-Lopez ◽  
P. Lara ◽  
D. Castillo ◽  
I. González
Keyword(s):  
Business Management ◽  
Multiple Choice ◽  
Choice Test ◽  
Test Results ◽  
Multiple Choice Test ◽  
Multiple Choice Tests ◽  
Confidence Levels ◽  
Choice Tests ◽  
Level Of Knowledge ◽  
Different Levels

The purpose of this paper is to determine the effectiveness of using multiple choice tests in subjects related to the administration and business management. To this end the authors used a multiple-choice test with specific questions to verify the extent of knowledge gained and the confidence and trust in the answers. The analysis made, conducted by tests given out to a group of 200 students, has been implemented in one subject related with investment analysis and has measured the level of knowledge gained and the degree of trust and security in the responses at two different times of the business administration and management course. Measurements were taken into account at different levels of difficulty in the questions asked and the time spent by students to complete the test. Results confirm that students are generally able to obtain more knowledge along the way and get increases in the degree of trust and confidence. It is estimated that improvement in skills learned is viewed favourably by businesses and are important for job placement. Finally, the authors proceed to analyze a multi-choice test using a combination of knowledge and confidence levels.

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