Investigating the Potential Influence of Established Multiple-Choice Test-Taking Cues on Item Response in a Pharmacotherapy Board Certification Examination Preparatory Manual: A Pilot Study

2006 ◽  
Vol 26 (4) ◽  
pp. 558-562 ◽  
Author(s):  
Jacob P Gettig
Keyword(s):  
Pilot Study ◽  
Item Response ◽  
Multiple Choice ◽  
Board Certification ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Potential Influence ◽  
Certification Examination ◽  
Test Taking

An Attempt to Identify Predictors of Test-Wiseness

1986 ◽  
Vol 58 (2) ◽  
pp. 663-672 ◽  
Author(s):  
John P. Dolly ◽  
Denise S. Vick
Keyword(s):  
Grade Point Average ◽  
Multiple Choice ◽  
Choice Test ◽  
Pretest Score ◽  
Multiple Choice Test ◽  
Self Perception ◽  
Grade Point ◽  
Test Items ◽  
Test Taking ◽  
And Control

The purpose of this study was to investigate potential predictors of test-wiseness, including self-perception of test-taking ability and a test-wiseness score on a multiple-choice test which served as a pretest for subsequent training on guessing strategies. Specific strategies incorporated into the test were (1) midrange, (2) length of option, (3) deduction, and (4) similarity/oppositeness. Five test items for each strategy and five items which were determined to be nonsusceptible to test-wiseness were included. The two predictor measures were administered to experimental ( n = 19) and control ( n = 22) groups as was a posttest measure similar to the pretest. Analyses indicated that test-wiseness can be predicted from pretest score, grade point average, and subjects' test-taking perceptions. Subjects who had a GPA below 3.5, scored below 70% on the pretest or perceived themselves as poor test-takers benefited the most from the training.

Students' Expectations and Their Answer-Changing Behavior

1977 ◽  
Vol 41 (1) ◽  
pp. 163-166 ◽  
Author(s):  
Collin T. Ballance
Keyword(s):  
Research Methods ◽  
Test Score ◽  
Multiple Choice ◽  
Choice Test ◽  
Professional School ◽  
Multiple Choice Test ◽  
School Students ◽  
Test Items ◽  
Test Taking

Answer-changing data were collected on 100 multiple choice test items from a course in statistics and research methods taken by a class of professional school students. After the course 92 of the students responded to an instrument assessing their reasons for revising answers and beliefs relative to the consequences of answer changing. A majority (86%) indicated that their response changes reflected decisions based upon reconsideration; however, the remaining subjects cited other motives. Most subjects incorrectly expected answer changing to result in a loss of test score points. Subjects' beliefs regarding the consequences of answer changing did not influence their behavior in test-taking.

scholarly journals …And back to Multiple Choice! Large-scale Testing of Proficiency in English: an experience

2017 ◽  
Author(s):  
Irina Argüelles Álvarez ◽  
Iciar De Pablo Lerchundi
Keyword(s):  
Pilot Study ◽  
Large Scale ◽  
Multiple Choice ◽  
Reliability And Validity ◽  
Research Process ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Large Scale Testing ◽  
The Common

Abstract: The aim of this paper is to demonstrate the validity of a specifi c multiple choice test to situate a student above or below a B2 profi ciency level according to the Common European Framework of Reference for Languages (CEFRL). The research process and the results, not the product, are the focus of this work. After carrying out a pilot study of the test with 214 students, results regarding its reliability and validity are statistically analyzed and explained in detail. It is demonstrated that a properly designed multiple choice test can discriminate whether or not a student has reached the required B2 level according to the CEFRL. Resumen: El objetivo de este trabajo es demostrar la validez de un test del tipo “opción múltiple” para situar a un estudiante por encima o por debajo de un nivel de competencia B2 según el Marco Común Europeo de Referencia para las Lenguas (MCERL). El proceso y los resultados más que el producto fi nal son el centro de este artículo. Tras un estudio piloto con 214 estudiantes, los resultados relativos a su validez y fi abilidad se analizan y se explican en detalle. Se concluye que una prueba de elección múltiple correctamente diseñada puede discriminar si un estudiante ha alcanzado o no el nivel B2 según el MCERL.

scholarly journals The Effect of Multiple-Choice Test Items’ Difficulty Degree on the Reliability Coefficient and the Standard Error of Measurement Depending on the Item Response Theory (IRT)

2021 ◽  
Vol 10 (6) ◽  
pp. 22
Author(s):  
Habis Saad Al-zboon ◽  
Amjad Farhan Alrekebat ◽  
Mahmoud Sulaiman Bani Abdelrahman
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Standard Error ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Information Function ◽  
Test Items ◽  
Standard Error Of Measurement ◽  
Error Of Measurement

This study aims at identifying the effect of multiple-choice test items' difficulty degree on the reliability coefficient and the standard error of measurement depending on the item response theory IRT. To achieve the objectives of the study, (WinGen3) software was used to generate the IRT parameters (difficulty, discrimination, guessing) for four forms of the test. Each form consisted of (30) items with different difficulty coefficients averages (-0.24, 0.24, 0.42, 0.93). The resulting items parameters were utilized to generate the ability and responses of (3000) examinees based on the three-parameter model. These data were converted into a readable file using the (SPSS) and the (BILOG-MG3) software. Then the reliability coefficients for the four test forms, the items parameters, and the items information function were calculated, and dependence on the information function values to calculate the standard error of measurement for each item.The results of the study showed that there are statistically significant differences at the level of significance (α ≤ 0.05) between the averages of the values of the standard error of measurement attributed to the difference in the difficulty degree of the items in favor of the test with the higher difficulty coefficient. The results also found that there are apparent differences between the test reliability parameters attributed to the difficulty degree of the test according to the three-parameter model in favor of the form with the average difficulty degree.

Piloting a polychotomous partial-credit scoring procedure in a multiple-choice test

2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Antonios Tsopanoglou ◽  
George S. Ypsilandis ◽  
Anna Mouti
Keyword(s):  
Pilot Study ◽  
Credit Scoring ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Partial Credit ◽  
Language Competence ◽  
Test Items ◽  
Final Score ◽  
Potential Impact

AbstractMultiple-choice (MC) tests are frequently used to measure language competence because they are quick, economical and straightforward to score. While degrees of correctness have been investigated for partially correct responses in combined-response MC tests, degrees of incorrectness in distractors and the role they play in determining the test-taker's final score remain comparatively unexplored. This pilot study examines degrees of incorrectness in MC test items and their potential impact on the overall

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