scholarly journals Can multiple choice questions be successfully used as an assessment format in undergraduate mathematics?

Pythagoras ◽  
2009 ◽  
Vol 0 (69) ◽  
Author(s):  
Belinda Huntley ◽  
Johann Engelbrecht ◽  
Ansie Harding
Keyword(s):  
Alternative Assessment ◽  
Multiple Choice ◽  
Mathematics Assessment ◽  
Assessment Practices ◽  
Continuous Assessment ◽  
Multiple Choice Questions ◽  
Undergraduate Mathematics ◽  
Test Items ◽  
Mathematics Test ◽  
Assessment Format

In this study we propose a taxonomy for assessment in mathematics, which we call the assessment component taxonomy, to identify those components of mathematics that can be successfully assessed using alternative assessment formats. Based on the literature on assessment models and taxonomies in mathematics, this taxonomy consists of seven mathematics assessment components, hierarchically ordered by cognitive level, as well as the nature of the mathematical tasks associated with each component. Using a model that we developed earlier for measuring the quality of mathematics test items, we investigate which of the assessment components can be successfully assessed in the provided response question (PRQ) format, in particular multiple choice questions (MCQs), and which can be better assessed in the constructed response question (CRQ) format. The results of this study show that MCQs can be constructed to evaluate higher order levels of thinking and learning. The conclusion is that MCQs can be successfully used as an assessment format in undergraduate mathematics, more so in some assessment components than in others. The inclusion of the PRQ assessment format in all seven assessment components can reduce the large marking loads, associated with continuous assessment practices in undergraduate mathematics, without compromising the validity of the assessment.

E-Assessment and Multiple-Choice Questions

2019 ◽  
pp. 1-27
Author(s):  
José Azevedo ◽  
Ema Patrícia Oliveira ◽  
Patrícia Damas Beites
Keyword(s):  
Information And Communication Technologies ◽  
Multiple Choice ◽  
Summative Assessment ◽  
Communication Technologies ◽  
Assessment Process ◽  
Continuous Assessment ◽  
Multiple Choice Questions ◽  
Mathematics Tests ◽  
Information And Communication ◽  
Computer Based

The use of information and communication technologies (ICT) in the assessment process is becoming an asset, giving rise to the so-called computer-based assessment or e-assessment. Nowadays, its use is becoming more usual in higher education institutions. Closed formats for questions, namely multiple choice, are the most commonly used. This chapter presents a literature review of the main aspects related to this topic, including the main modalities of assessment (summative assessment and continuous assessment). Issues related to multiple choice questions (MCQ) are discussed with more detail, referring to the various formats of MCQ, its advantages and limitations, with a particular focus on its use in mathematics tests. Also, some guidelines for the quality assurance of MCQ with quality are included.

scholarly journals KEMAMPUAN GURU MIPA MEMBUAT PENILAIAN PENGETAHUAN

2016 ◽  
Vol 7 (2) ◽  
pp. 44
Author(s):  
Kurnia Ningsih
Keyword(s):  
Multiple Choice ◽  
Sampling Technique ◽  
Knowledge Assessment ◽  
Choice Test ◽  
Design Knowledge ◽  
Data Display ◽  
Multiple Choice Test ◽  
Multiple Choice Questions ◽  
Test Items ◽  
Descriptive Method

This research aims to describe MIPA teachers’ ability to design knowledge assessment through the analysis of achievement aspects of knowledge assessment. This research used a descriptive method with SMP MIPA teachers in Pontianak City who have taught for more than 5 years and have an undergraduate degree as the population. The samples in this research, selected using a purposive sampling technique, consisted of 12 teachers who submitted MIPA test items. The research instrument used the data of the test item document designed by the teachers in the form of a multiple-choice test. The data were analyzed descriptively which included data reduction, systematic data display, and conclusion. The results showed that of the 12 test instruments made by with 380 questions in total, the teachers’ ability to design knowledge assessment (Multiple Choice Questions) obtained 17.37% of knowledge aspect, 67.90% of understanding aspect, 8.68% of implementation aspect, and 6.05% of analysis aspect. There were no questions made related to evaluation and creation aspects. Keywords: teachers ability, designing knowledge assessment.

An item analysis on multiple-choice questions: a case of a junior high school English try-out test in Indonesia

LEKSIKA ◽  
2021 ◽  
Vol 15 (1) ◽  
pp. 9
Author(s):  
Rohmatul Jannah ◽  
Didin Nuruddin Hidayat ◽  
Nida Husna ◽  
Imam Khasbani
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Item Analysis ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
High School English ◽  
Test Items ◽  
Discriminating Power ◽  
Trial Testing

The present study aims to analyze multiple-choice questions obtained from a trial testing conducted in a state junior high school in Indonesia. The study seeks to reveal the level of difficulty, discriminating power and distractor efficiency of the selected test items by employing item analysis. The result of the study discovers that levels of difficulty on the question items are varied. Some question tended to be easy and moderately difficult while the others are difficult to answer. It also uncovers that, in regard to discriminating power, some questions are well constructed while the others are ambiguously worded that can potentially cause the questions to fail to evaluate the students’ ability. The analysis on distractor efficiency presents information how the chosen multiple-choice questions were frequently constructed with less effective distractors that caused more high achieving students to choose wrong answers.

scholarly journals Ketepatan Kontruksi Butir Pilihan Ganda Bahasa Arab

2020 ◽  
Vol 3 (2) ◽  
pp. 111-124
Author(s):  
Muhibbatul Laili
Keyword(s):  
Construct Validity ◽  
Correct Answer ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Guttman Scale ◽  
Research Results ◽  
Test Items ◽  
Test Kit ◽  
Valid Test ◽  
Multiple Choice Items

The study of construct validity on summative test items in multiple-choice Arabic aims to improve the test items' quality to make them valid in the construction aspect. The study was carried out on multiple-choice items based on the modified construction criteria instrument based on the Guttman scale. Items that match the indicator are marked with S and TS if they do not match. Based on a review of 40 items, it was found that the items were not suitable, namely: 25 items with unformulated stem clearly and firmly, two questions that pointed to the correct answer, and one question with pictures that confused. Meanwhile, other items are in accordance with all construct criteria indicators for multiple-choice questions. Based on the research results, the question maker must correct and pay attention to these aspects to produce a valid test kit.

scholarly journals Item and distracter analysis of multiple choice questions (MCQs) from a preliminary examination of undergraduate medical students

2017 ◽  
Vol 5 (12) ◽  
pp. 5351 ◽  
Author(s):  
Durgesh Prasad Sahoo ◽  
Rakesh Singh
Keyword(s):  
Multiple Choice ◽  
Discrimination Index ◽  
Difficulty Level ◽  
Validity And Reliability ◽  
Multiple Choice Questions ◽  
Undergraduate Medical Students ◽  
Test Items ◽  
Preliminary Examination ◽  
High Discrimination ◽  
Difficulty Index

Background: Multiple choice questions (MCQs) or Items forms an important part to assess students in different educational streams. It is an objective mode of assessment which requires both the validity and reliability depending on the characteristics of its items i.e. difficulty index, discrimination index and distracter efficiency. To evaluate MCQs or items and build a bank of high-quality test items by assessing with difficulty index, discrimination index and distracter efficiency and also to revise/store or remove errant items based on obtained results.Methods: A preliminary examination of Third MBBS Part-1 was conducted by Department of Community Medicine undertaken for 100 students. Two separate papers with total 30 MCQs or items and 90 distractors each in both papers were analyzed and compared. Descriptive as well as inferential statistics were used to analyze the data.Results: The findings show that most of the items were falling in acceptable range of difficulty level however some items were rejected due to poor discrimination index. Overall paper I was found to be more difficult and more discriminatory, but its distractor efficiency was slightly low as compared to paper II.Conclusions: The analysis helped us in selection of quality MCQs having high discrimination and average difficulty with three functional distractors. This should be incorporated into future evaluations to improve the test score and properly discriminate among the students.

The Development of Four-Tier Diagnostic Test Instrument to Identify the Learners’ Misconception on Circular Motions

2021 ◽  
Vol 1 (1) ◽  
pp. 24-31
Author(s):  
Nina Wahyuni ◽  
Yoga Budi Bhakti ◽  
Tatan Zenal Mutakin ◽  
Irnin Agustina Dwi Astuti
Keyword(s):  
Diagnostic Test ◽  
Diagnostic Tests ◽  
Multiple Choice ◽  
Content Validation ◽  
Multiple Choice Questions ◽  
Discrimination Power ◽  
Average Percentage ◽  
Test Items ◽  
Test Instrument ◽  
Level Of Difficulty

Difficulty understanding students' concepts needs to be known so that improvements can be made so that eventually students can master the concepts well. Misconception diagnostic tests can be an alternative to uncovering causes or factors of misconception in students. This study aims to develop a Four-Tier Test diagnostic test instrument to diagnose students' misconceptions on circular motion material. This research is a development study using 4D models.  The developed four-tier test diagnostic test instrument consists of 40 multiple-choice questions. The results of the content validation by five experts stated that the instrument was very feasible with an average percentage of 86,34%. Empirical trial results show as many as 40 valid diagnostic test items have enough to good power a level of difficulty and discrimination power. The reliability of the questions was analyzed using the Kuder Richardson formula of 0.785 with a high category. This instrument can be used to minimize the time spent in the process of identifying misconceptions because it is in the form of multiple-choice with varied questions.

The Role of Order and Sequence of Options in Multiple-choice Questions for High-stakes Tests of English Language Proficiency

2020 ◽  
Vol 9 (6) ◽  
pp. 110
Author(s):  
Talip Karanfil ◽  
Steve Neufeld
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Multiple Choice ◽  
High Volume ◽  
English Language Proficiency ◽  
Proficiency Tests ◽  
Multiple Choice Questions ◽  
High Stakes ◽  
Test Items ◽  
Two Factors

High-stakes and high-volume English language proficiency tests typically rely on multiple-choice questions (MCQs) to assess reading and listening skills. Due to the Covid-19 pandemic, more institutions are using MCQs via online assessment platforms, which facilitate shuffling the order of options within test items to minimize cheating. There is scant research on the role that order and sequence of options plays in MCQs, so this study examined the results of a paper-based, high-stakes English proficiency test administered in two versions. Each version had identical three-option MCQs but with different ordering of options. The test-takers were chosen to ensure a very similar profile of language ability and level for the groups who took the two versions. The findings indicate that one in four questions exhibited significantly different levels of difficulty and discrimination between the two versions. The study identifies order dominance and sequence priming as two factors that influence the outcomes of MCQs, both of which can accentuate or diminish the power of attraction of the correct and incorrect options. These factors should be carefully considered when designing MCQs in high-stakes language proficiency tests and shuffling of options in either paper-based or computer-based testing.

scholarly journals DEVELOPMENT OF A FOUR-TIER DIAGNOSTIC TEST FOR MISCONCEPTION OF OSCILLATION AND WAVES

2019 ◽  
Vol 5 (2) ◽  
pp. 69-76
Author(s):  
Ridho Adi Negoro ◽  
Viga Karina
Keyword(s):  
Diagnostic Test ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Discrimination Power ◽  
Average Percentage ◽  
Development Models ◽  
Test Items ◽  
Test Instrument ◽  
Mechanical Waves ◽  
Level Of Difficulty

Difficulty understanding students' concepts needs to be known so that improvements can be made so that eventually students can master the concepts well. Misconception diagnostic tests can be an alternative to uncovering causes or factors of misconception in students. This study aims to develop a Four-Tier Test diagnostic test instrument to diagnose students' misconceptions on vibration and wave material to adapt the Mechanical Waves Conceptual Survey by Thongchai which has content compatibility with the segmentation of Indonesian curriculum material. This research is a development study using 3D development models. The 3D development model consists of 3 stages, namely: 1) Define, 2) Design and 3) Develop. The developed four-tier test diagnostic test instrument consists of 22 multiple-choice questions. The results of the content validation by three experts stated that the instrument was very feasible with an average percentage of 87%. Empirical trial results show as many as 22 valid diagnostic test items have enough to good power a level of difficulty and discrimination power. The reliability of the questions was analyzed using the Kuder Richardson formula of 0.765 with a high category. This instrument can be used to minimize the time spent in the process of identifying misconceptions because it is in the form of multiple-choice with varied questions.

scholarly journals Pengembangan Sistem Penilaian Matematika Berbasis Kompetensi di Sekolah Menengah Pertama Kabupaten Lombok Tengah

ISLAMIKA ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 1-21
Author(s):  
Husnul Laili
Keyword(s):  
Mathematics Assessment ◽  
Assessment System ◽  
Assessment Instrument ◽  
Assessment Process ◽  
Venn Diagram ◽  
Continuous Assessment ◽  
Test Items ◽  
Instrument Validity ◽  
Indicator Analysis ◽  
Validity Criteria

This study aims to produce a competence-based Mathematics assessment system that can be applied to reveal the competence of Year VII students of Junior High Schools (JHSs) in semester II in Central Lombok Regency. The study shows the following findings. First, the assessment guideline consists of components in the form of: (1) a syllabus, (2) an assessment system design, (3) criteria for SKBM/KKM, (4) criteria for the score proportion, (5) a matrix of the continuous assessment process, (6) an indicator analysis, (7) a format of the analysis of each aspect, (8) a format of the analysis of students’ learning mastery, (9) a format of the learning achievement report, and (10) a format of the score attainment graph. Second, the assessment instrument consists of the items dealing with (1) identifying set elements and subsets presented in the Venn diagram and solving items related to daily problems using the concept of a set, (2) determining the relation of two lines and determining the measures of the angles, (3) determining the properties of the angles when two lines intersect or two parallel lines are intersected by another line, (4) determining perimeters of a triangle and a quadrilateral and solving items related to daily problems using the concepts of a triangle and a quadrilateral. The research instrument validity is obtained through the theoretical analysis of test items by experts in Mathematics and the instrument satisfies the validity criteria. The reliability coefficient obtained is 0.883.

scholarly journals DIFFICULTY AND DISCRIMINATION ANALYSIS OF END OF TERM MULTIPLE-CHOICE QUESTIONS AT COMMUNITY MEDICINE DEPARTMENT, WAH MEDICAL COLLEGE

2021 ◽  
Vol 71 (4) ◽  
pp. 1308-10
Author(s):  
Musarat Ramzan ◽  
Khola Waheed Khan ◽  
Saana Bibi ◽  
Shezadi Sabah Imran
Keyword(s):  
Multiple Choice ◽  
Cross Sectional Study ◽  
Community Medicine ◽  
Multiple Choice Questions ◽  
Cross Sectional ◽  
Medicine Department ◽  
Test Items ◽  
Medical College ◽  
The Mean ◽  
Difficulty Index

Objective: To perform post analysis of multiple-choice questions given in the 2nd term and send up examinations of the years 2016 to 2018, to establish relationship between difficulty (DF) and discrimination indices (DI) and to find out significant mean difference between the two. Study Design: Cross sectional study. Place and Duration of Study: Community Medicine Department, Wah Medical College, Wah, from Nov 2018 to Mar 2019. Methodology: A total of 390 Multiple-Choice Question of second term and send-up were taken for the study from the year 2016, 2017 and 2018. The response sheets were assessed by Optical Machine Reader (OMR) and the level of difficulty, power of discrimination and reliability were obtained. The data was entered in SPSS version 22. Results: A total of 315 test items were included. Results of the study showed that the reliability (KR20) for all the examined items was in the acceptable range i.e. ≥0.7 and there was no association was found between difficulty index and year p=0.310. The mean difficulty index was found to be 0.48 ± 0.22 and discrimination index as 0.24 ± 0.14. Conclusion: The analysis of 390 test items showed that most of the questions were acceptable in terms of difficulty and discrimination. There is still a need to modify and improve the testing ability of the MCQs with negative discrimination and higher difficulty index.

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