Rationale for Confidence-Scored Multiple-Choice Tests

1970 ◽  
Vol 27 (1) ◽  
pp. 91-98 ◽  
Author(s):  
Robert M. Rippey
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Tests ◽  
Test Items ◽  
Choice Tests

A system for responding to and scoring multiple-choice tests is proposed. This system asks students to express their distribution of preference for options as well as their certainty in that distribution. Such a system of scoring allows the use of types of test items which have previously been ignored.

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.

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.

Empirical Option Weights Improve the Validity of a Multiple-Choice Knowledge Test

2017 ◽  
Vol 33 (5) ◽  
pp. 336-344 ◽  
Author(s):  
Birk Diedenhofen ◽  
Jochen Musch
Keyword(s):  
External Validation ◽  
Multiple Choice ◽  
Reliability And Validity ◽  
Choice Test ◽  
Scoring Method ◽  
Knowledge Test ◽  
Multiple Choice Tests ◽  
Test Items ◽  
Choice Tests ◽  
Dichotomous Scoring

Abstract. Standard dichotomous scoring of multiple-choice test items grants no partial credit for partial knowledge. Empirical option weighting is an alternative, polychotomous scoring method that uses the point-biserial correlation between option choices and total score as a weight for each answer alternative. Extant studies demonstrate that the method increases reliability of multiple-choice tests in comparison to conventional scoring. Most previous studies employed a correlational validation approach, however, and provided mixed findings with regard to the validity of empirical option weighting. The present study is the first investigation using an experimental approach to determine the reliability and validity of empirical option weighting. To obtain an external validation criterion, we experimentally induced various degrees of knowledge in a domain of which participants had no knowledge. We found that in comparison to dichotomous scoring, empirical option weighting increased both reliability and validity of a multiple-choice knowledge test employing distractors that were appealing to test takers with different levels of knowledge. A potential application of the present results is the computation and publication of empirical option weights for existing multiple-choice knowledge tests that have previously been scored dichotomously.

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.

Effects of Reviewing Multiple-Choice Tests on Specific versus General Learning

1978 ◽  
Vol 5 (3) ◽  
pp. 144-146 ◽  
Author(s):  
Andrew S. Bondy
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Tests ◽  
Test Items ◽  
Choice Tests

Reviewing test items improves subsequent scores on identical items, but does not generalize to a rewrite of those items.

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.

Two Models for Multiple Choice Tests

1968 ◽  
Author(s):  
J. Brown Grier ◽  
Raymond Ditrichs
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Tests ◽  
Choice Tests

Using multiple-choice tests as learning events

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