On Bayesian formula scores for random guessing in multiple choice tests

Author(s):  
W. Molenaar
2018 ◽  
Vol 8 (9) ◽  
pp. 1152
Author(s):  
Qingsong Gu ◽  
Michael W. Schwartz

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.


1999 ◽  
Vol 15 (2) ◽  
pp. 143-150 ◽  
Author(s):  
Gerardo Prieto ◽  
Ana R. Delgado

Summary: Most standardized tests instruct subjects to guess under scoring procedures that do not correct for guessing or correct only for expected random guessing. Other scoring rules, such as offering a small reward for omissions or punishing errors by discounting more than expected from random guessing, have been proposed. This study was designed to test the effects of these four instruction/scoring conditions on performance indicators and on score reliability of multiple-choice tests. Some 240 participants were randomly assigned to four conditions differing in how much they discourage guessing. Subjects performed two psychometric computerized tests, which differed only in the instructions provided and the associated scoring procedure. For both tests, our hypotheses predicted (0) an increasing trend in omissions (showing that instructions were effective); (1) decreasing trends in wrong and right responses; (2) an increase in reliability estimates of both number right and scores. Predictions regarding performance indicators were mostly fulfilled, but expected differences in reliability failed to appear. The discussion of results takes into account not only psychometric issues related to guessing, but also the misleading educational implications of recommendations to guess in testing contexts.


1968 ◽  
Author(s):  
J. Brown Grier ◽  
Raymond Ditrichs

2009 ◽  
Author(s):  
Jeri L. Little ◽  
Elizabeth Ligon Bjork ◽  
Ashley Kees

1997 ◽  
Vol 74 (10) ◽  
pp. 1185 ◽  
Author(s):  
Gaspard T. Rizzuto ◽  
Fred Walters

2021 ◽  
Vol 105 ◽  
pp. 104439
Author(s):  
Tram Nguyen ◽  
Toan Bui ◽  
Hamido Fujita ◽  
Tzung-Pei Hong ◽  
Ho Dac Loc ◽  
...  

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