scholarly journals Randomize it

2019 ◽  
Vol 2 (1) ◽  
pp. 80-92
Author(s):  
Dane Christian Joseph
Keyword(s):  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Higher Education System ◽  
Entrance Exams ◽  
Factorial Anova ◽  
Classroom Assessments ◽  
Item Writing ◽  
Choice Testing ◽  
Recent Attention

Multiple-choice testing is a staple within the U.S. higher education system. From classroom assessments to standardized entrance exams such as the GRE, GMAT, or LSAT, test developers utilize a variety of validated and heuristic-driven item-writing guidelines. One such guideline that has been given recent attention is to randomize the position of the correct answer throughout the entire answer key. Doing this theoretically limits the number of correct guesses that test-takers can make and thus reduces the amount of construct-irrelevant variance in test score interpretations. This study empirically tested the strategy to randomize the answer-key. Specifically, a factorial ANOVA was conducted to examine differences in General Biology classroom multiple-choice test scores by the interaction of method for varying the correct answer’s position and student-ability. Although no statistically significant differences were found, the paper argues that the guideline is nevertheless ethically substantiated.

Immediate Feedback Assessment Technique: Multiple-Choice Test That “Behaves” like an Essay Examination

2002 ◽  
Vol 90 (1) ◽  
pp. 226-226 ◽  
Author(s):  
Michael L. Epstein ◽  
Gary M. Brosvic
Keyword(s):  
Corrective Feedback ◽  
Multiple Choice ◽  
Choice Test ◽  
Testing System ◽  
Multiple Choice Test ◽  
Partial Credit ◽  
Immediate Feedback ◽  
Assessment Technique ◽  
Choice Testing

A multiple-choice testing system that provides immediate affirming or corrective feedback and permits allocation of partial credit for proximate knowledge is suggested as an alternative to essay examinations.

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.

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.

A Developmental Study of Intonation Recognition

1968 ◽  
Vol 11 (4) ◽  
pp. 825-832 ◽  
Author(s):  
Marilyn M. Corlew
Keyword(s):  
Significant Interaction ◽  
Multiple Choice ◽  
Semantic Content ◽  
First Grade ◽  
Choice Test ◽  
Developmental Study ◽  
Multiple Choice Test ◽  
The Third ◽  
Matching Test ◽  
Better Than

Two experiments investigated the information conveyed by intonation from speaker to listener. A multiple-choice test was devised to test the ability of 48 adults to recognize and label intonation when it was separated from all other meaning. Nine intonation contours whose labels were most agreed upon by adults were each matched with two English sentences (one with appropriate and one with inappropriate intonation and semantic content) to make a matching-test for children. The matching-test was tape-recorded and given to children in the first, third, and fifth grades (32 subjects in each grade). The first-grade children matched the intonations with significantly greater agreement than chance; but they agreed upon significantly fewer sentences than either the third or fifth graders. Some intonation contours were matched with significantly greater frequency than others. The performance of the girls was better than that of the boys on an impatient question and a simple command which indicates that there was a significant interaction between sex and intonation.

Development of a Multiple-Choice Test of Lipreading

1967 ◽  
Vol 10 (3) ◽  
pp. 565-569 ◽  
Author(s):  
Kenneth G. Donnelly ◽  
William J. A. Marshall
Keyword(s):  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test

Kontribusi Kecerdasan Logik dan Minat Belajar Terhadap Prestasi Belajar Matematika

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Nadun Nadun ◽  
Dian J Permana
Keyword(s):  
Mathematics Achievement ◽  
Data Collection ◽  
Multiple Regression ◽  
Statistical Methods ◽  
Significant Influence ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Learning Achievement ◽  
Written Test

<p>The purpose of this study was to determine the contribution of logical intelligence and interest in learning to Mathematics achievement. The method used in this study from survey and the study was conducted in SMA Depok municipality. Techniques used in the data collection done by using a questionnaire written test multiple choice test and questionnaire. Analysis of the data in this study using descriptive statistical methods with multiple regression testing.where this research results showed in: there is a significant influence jointly between logical intelligence variables (X1) and interest in learning (X2) on mathematics achievement (Y),which means learners have a good logical <br />intelligence and has been interested in Mathematics will greatly affect the learning achievement in SMA Depok municipality</p>

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