scholarly journals Examinee Characteristics and their Impact on the Psychometric Properties of a Multiple Choice Test According to the Item Response Theory (IRT)

2021 ◽  
Vol 11 (2) ◽  
pp. 6889-6901
Author(s):  
D. Almaleki
Keyword(s):  
Characteristic Curve ◽  
Multiple Choice ◽  
Educational Process ◽  
Male Students ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Periodic Review ◽  
Test Characteristic ◽  
Statistics Course ◽  
Lower Ability

The aim of the current study is to provide improvement evaluation practices in the educational process. A multiple choice test was developed, which was based on content analysis and the test specification table covered some of the vocabulary of the applied statistics course. The test in its final form consisted of 18 items that were reviewed by specialists in the field of statistics to determine their validity. The results determine the relationship between individual responses and the student ability. Most thresholds span the negative section of the ability. Item information curves show that the items provide a good amount of information about a student with lower or moderate ability compared to a student with high ability. In terms of precision, most items were more convenient with lower ability students. The test characteristic curve was plotted according to the change in the characteristics of the examinees. The information obtained by female students appeared to be more than the information obtained by male students and the test provided more information about students who were not studying statistics in an earlier stage compared with students who did. This test clearly indicated that, based on the level of the statistics course, there should be a periodic review of the tests in line with the nature and level of the course materials in order to have a logical judgment about the level of the students’ progress at the level of their ability.

The Effect of Constructing Multiple-Choice Distractor Items around a Single Target Alternative

1987 ◽  
Vol 31 (3) ◽  
pp. 378-381
Author(s):  
Michael S. Wogalter ◽  
D. Bradley Marwitz
Keyword(s):  
Multiple Choice ◽  
The Other ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Bias Effect ◽  
Critical Questions ◽  
Single Target ◽  
Lower Ability ◽  
Target Alternative ◽  
Selection Of

The present research sought to determine whether the construction of multiple-choice alternatives based around a critical target answer would facilitate the selection of the target answer. Subjects were given a multiple-choice test consisting of 60 questions, each having four alternatives. Twenty of the 60 questions were the critical questions and were constructed to have no correct answer (i.e., asked nonsense) but appeared legitimate. One of the alternatives for the critical questions was the critical alternative, around which the other three distractor alternatives were derived. This was accomplished by systematically substituting each of the critical alternative's three components with another plausible component. This procedure produced a set of alternatives where the critical alternative was more similar to the other alternatives than they were to each other (i.e., it was the most prototypic). The results of two experiments using ranking and proportion scores showed a response bias effect: subjects selected the critical alternatives more often than would be expected by chance. Further analyses revealed that in lower ability subjects the effect disappeared when the critical alternatives were embedded in sets of distractors which had randomly ordered components. High ability subjects selected the critical alternatives more often than chance regardless of the distractors' component arrangement. The results suggest that test-makers should avoid constructing distractor alternatives around a correct alternative because the information provided in the set of alternatives may influence test-takers to select the target answer without any knowledge of the information being assessed.

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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