scholarly journals A theoretical formalization of the probability of solving multiple-choice tests and its application to different scoring rules

2021 ◽  
Author(s):  
Rasmus Persson
Keyword(s):  
Test Score ◽  
Multiple Choice ◽  
Choice Test ◽  
Partial Knowledge ◽  
Test Taker ◽  
Test Error ◽  
Multiple Choice Tests ◽  
Item Level ◽  
Choice Tests ◽  
Latent Ability

In multiple-choice tests, guessing is a source of test error which can be suppressed if its expected score is made negative by either penalizing wrong answers or rewarding expressions of partial knowledge. We consider an arbitrarymultiple-choice test taken by a rational test-taker that knows an arbitrary fraction of its keys and distractors. For this model, we compare the relation between the obtained score for standard marking (where guessing is not penalized), marking where guessing is suppressed either by expensive score penalties for incorrect answers or by marking schemes that reward partial knowledge. While the “best” scoring system (in the sense that latent ability and test score are linearly related) will depend on the underlying ability distribution, we find a superiority of the scoring rule of Zapechelnyuk (Economics Letters, 132, 2015) but, except for item-level discrimination among test-takers, a single penalty for wrong answers seems to yield just as good or better results as more intricate schemes with partial credit.

Comparison of the Three-Decision and Conventional Multiple-Choice Tests

1967 ◽  
Vol 20 (3) ◽  
pp. 695-698 ◽  
Author(s):  
Clemens S. Bernhardson
Keyword(s):  
Multiple Choice ◽  
Scoring Systems ◽  
Choice Test ◽  
Partial Knowledge ◽  
Scoring Methods ◽  
Multiple Choice Test ◽  
Average Mark ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Alternative Test

Two multiple-choice tests, one with five alternatives for each question and one with four alternatives for each question, were scored as a Three-decision Multiple-choice Test and as a conventional multiple-choice test. In addition, the five-alternative test was scored as a modified conventional multiple-choice test by giving half marks if the correct alternative was picked as the second choice. The different scoring systems were evaluated by correlating the scores with the average mark obtained by each student in all his courses during the year. The results indicated that the conventional multiple-choice test was not improved by scoring methods which gave credit for partial knowledge.

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.

Effects of Student Confidence and Item Difficulty on Test Score Gains Due to Answer Changing

1987 ◽  
Vol 14 (4) ◽  
pp. 206-210 ◽  
Author(s):  
Philip H. Ramsey ◽  
Patricia P. Ramsey ◽  
Michael J. Barnes
Keyword(s):  
Test Score ◽  
Item Difficulty ◽  
Multiple Choice ◽  
Change Rate ◽  
Gain Scores ◽  
Multiple Choice Tests ◽  
Main Effect ◽  
Choice Tests ◽  
Student Change ◽  
And Gender

Two undergraduate and two graduate classes in statistics were given multiple-choice tests with subsequent evaluation of answer changes. The 95 students tested had an answer change rate of 6.6%. In evaluating the number of answer changes, no significant effect was found for ability, gender, nor the interaction between ability and gender. An analysis of gain scores due to answer changing showed a significant main effect for item difficulty, student change confidence, and their interaction. No significant effect on gain score was found for ability or any interaction with ability. Significant gains, even for changes based on low confidence, were interpreted as suggesting that previous cautions about answer changing are not warranted.

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.

The Effect of Instructions on Multiple-Choice Test Scores

1999 ◽  
Vol 15 (2) ◽  
pp. 143-150 ◽  
Author(s):  
Gerardo Prieto ◽  
Ana R. Delgado
Keyword(s):  
Standardized Tests ◽  
Performance Indicators ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Tests ◽  
Reliability Estimates ◽  
Choice Tests ◽  
Educational Implications ◽  
Increasing Trend ◽  
Random Guessing

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.

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.

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.

Sign in / Sign up

Export Citation Format

Share Document