Start Developing and validating multiple choice test items 3rd ed

Developing and validating multiple choice test items 3rd ed

This modified multiple-choice question scoring algorithm not only could allow better estimation of student academic achievement but also potentially would foster more effective student learning behaviors and acquisition of self-assessment skills.

Reviews of the pros and cons of various assessment methods to measure knowledge acquisition and capacity to apply this knowledge typically identify the ability of essays to measure deeper levels of knowledge than multiple-choice questions.

Although beyond the scope of this article, reliability of essay-type examinations can be influenced by the clarity of rating criteria, number of criteria to be judged, number of qualitative rating points on the judges’ assessment form, presence or absence of evaluator training (calibration exercises), and the number of evaluators, which may reduce the reliability of an un-cued assessment.

The value of the development of self-assessment skills has been recognized and acknowledged as an important educational objective.

However, scoring of short-answer questions required a major time commitment by the faculty.

Assuming a random (no knowledge) selection among one of the five options, the probability of guessing the correct answer is 1/5 (0.20), and the probability of choosing an incorrect answer is 4/5 (0.80).

Thus, using the standard correction for guessing, the expected value of the number of points gained due to random guessing is zero [(1/5)(1) (4/5)(−1/4) = 0].

In the discussion of competence, this statement notes that students must “Develop the habits and practices of lifelong learning, including self-assessment skills.