Multiple choice

Last updated
A multiple choice question, with days of the week as potential answers Exams Start... Now.jpg
A multiple choice question, with days of the week as potential answers

Multiple choice (MC), [1] objective response or MCQ (for multiple choice question) is a form of an objective assessment in which respondents are asked to select only correct answers from the choices offered as a list. The multiple choice format is most frequently used in educational testing, in market research, and in elections, when a person chooses between multiple candidates, parties, or policies.

Contents

Although E. L. Thorndike developed an early scientific approach to testing students, it was his assistant Benjamin D. Wood who developed the multiple-choice test. [2] Multiple-choice testing increased in popularity in the mid-20th century when scanners and data-processing machines were developed to check the result. Christopher P. Sole created the first multiple-choice examination for computers on a Sharp Mz 80 computer in 1982. It was developed to aid people with dyslexia cope with agricultural subjects, as Latin plant names can be difficult to understand and write.[ citation needed ]

Structure

A bubble sheet on a multiple choice test SAT-Grid-In-Example.svg
A bubble sheet on a multiple choice test

Multiple choice items consist of a stem and several alternative answers. The stem is the opening—a problem to be solved, a question asked, or an incomplete statement to be completed. The options are the possible answers that the examinee can choose from, with the correct answer called the key and the incorrect answers called distractors. [3] Only one answer may be keyed as correct. This contrasts with multiple response items in which more than one answer may be keyed as correct.

Usually, a correct answer earns a set number of points toward the total mark, and an incorrect answer earns nothing. However, tests may also award partial credit for unanswered questions or penalize students for incorrect answers, to discourage guessing. For example, the SAT Subject tests remove a quarter point from the test taker's score for an incorrect answer.

For advanced items, such as an applied knowledge item, the stem can consist of multiple parts. The stem can include extended or ancillary material such as a vignette, a case study, a graph, a table, or a detailed description which has multiple elements to it. Anything may be included as long as it is necessary to ensure the utmost validity and authenticity to the item. The stem ends with a lead-in question explaining how the respondent must answer. In a medical multiple choice items, a lead-in question may ask "What is the most likely diagnosis?" or "What pathogen is the most likely cause?" in reference to a case study that was previously presented.

The items of a multiple choice test are often colloquially referred to as "questions," but this is a misnomer because many items are not phrased as questions. For example, they can be presented as incomplete statements, analogies, or mathematical equations. Thus, the more general term "item" is a more appropriate label. Items are stored in an item bank.

Examples

Ideally, the multiple choice question (MCQ) should be asked as a "stem", with plausible options, for example:

If and , what is ?

  1. 12
  2. 3
  3. 4
  4. 10

In the equation , solve for x.

  1. 4
  2. 10
  3. 0.5
  4. 1.5
  5. 8

The city known as the "IT capital of India" is

  1. Bangalore
  2. Mumbai
  3. Karachi
  4. Detroit

(The correct answers are B, C and A respectively.)

A well written multiple-choice question avoids obviously wrong or implausible distractors (such as the American city of Detroit being included in the third example), so that the question makes sense when read with each of the distractors as well as with the correct answer.

A more difficult and well-written multiple choice question is as follows:

Consider the following:

  1. An eight-by-eight chessboard.
  2. An eight-by-eight chessboard with two opposite corners removed.
  3. An eight-by-eight chessboard with all four corners removed.

Which of these can be tiled by two-by-one dominoes (with no overlaps or gaps, and every domino contained within the board)?

  1. I only
  2. II only
  3. I and II only
  4. I and III only
  5. I, II, and III

Advantages

There are several advantages to multiple choice tests. If item writers are well trained and items are quality assured, it can be a very effective assessment technique. [4] If students are instructed on the way in which the item format works and myths surrounding the tests are corrected, they will perform better on the test. [5] On many assessments, reliability has been shown to improve with larger numbers of items on a test, and with good sampling and care over case specificity, overall test reliability can be further increased. [6]

Multiple choice tests often require less time to administer for a given amount of material than would tests requiring written responses.

Multiple choice questions lend themselves to the development of objective assessment items, but without author training, questions can be subjective in nature. Because this style of test does not require a teacher to interpret answers, test-takers are graded purely on their selections, creating a lower likelihood of teacher bias in the results. [7] Factors irrelevant to the assessed material (such as handwriting and clarity of presentation) do not come into play in a multiple-choice assessment, and so the candidate is graded purely on their knowledge of the topic. Finally, if test-takers are aware of how to use answer sheets or online examination tick boxes, their responses can be relied upon with clarity. Overall, multiple choice tests are the strongest predictors of overall student performance compared with other forms of evaluations, such as in-class participation, case exams, written assignments, and simulation games. [8]

Disadvantages

The most serious disadvantage is the limited types of knowledge that can be assessed by multiple choice tests. Multiple choice tests are best adapted for testing well-defined or lower-order skills. Problem-solving and higher-order reasoning skills are better assessed through short-answer and essay tests.[ citation needed ] However, multiple choice tests are often chosen, not because of the type of knowledge being assessed, but because they are more affordable for testing a large number of students. This is especially true in the United States and India, where multiple choice tests are the preferred form of high-stakes testing and the sample size of test-takers is large respectively.

Another disadvantage of multiple choice tests is possible ambiguity in the examinee's interpretation of the item. Failing to interpret information as the test maker intended can result in an "incorrect" response, even if the taker's response is potentially valid. The term "multiple guess" has been used to describe this scenario because test-takers may attempt to guess rather than determine the correct answer. A free response test allows the test taker to make an argument for their viewpoint and potentially receive credit.

In addition, even if students have some knowledge of a question, they receive no credit for knowing that information if they select the wrong answer and the item is scored dichotomously. However, free response questions may allow an examinee to demonstrate partial understanding of the subject and receive partial credit. Additionally if more questions on a particular subject area or topic are asked to create a larger sample then statistically their level of knowledge for that topic will be reflected more accurately in the number of correct answers and final results.

Another disadvantage of multiple choice examinations is that a student who is incapable of answering a particular question can simply select a random answer and still have a chance of receiving a mark for it. If randomly guessing an answer, there is usually a 25 percent chance of getting it correct on a four-answer choice question. It is common practice for students with no time left to give all remaining questions random answers in the hope that they will get at least some of them right. Many exams, such as the Australian Mathematics Competition and the SAT, have systems in place to negate this, in this case by making it no more beneficial to choose a random answer than to give none.

Another system of negating the effects of random selection is formula scoring, in which a score is proportionally reduced based on the number of incorrect responses and the number of possible choices. In this method, the score is reduced by the number of wrong answers divided by the average number of possible answers for all questions in the test, w/(c – 1) where w is the number of wrong responses on the test and c is the average number of possible choices for all questions on the test. [9] All exams scored with the three-parameter model of item response theory also account for guessing. This is usually not a great issue, moreover, since the odds of a student receiving significant marks by guessing are very low when four or more selections are available.

Additionally, it is important to note that questions phrased ambiguously may confuse test-takers. It is generally accepted that multiple choice questions allow for only one answer, where the one answer may encapsulate a collection of previous options. However, some test creators are unaware of this and might expect the student to select multiple answers without being given explicit permission, or providing the trailing encapsulation options.

Critics like philosopher and education proponent Jacques Derrida, said that while the demand for dispensing and checking basic knowledge is valid, there are other means to respond to this need than resorting to crib sheets. [10]

Despite all the shortcomings, the format remains popular because MCQs are easy to create, score and analyse. [11]

Changing answers

The theory that students should trust their first instinct and stay with their initial answer on a multiple choice test is a myth worth dispelling. Researchers have found that although some people believe that changing answers is bad, it generally results in a higher test score. The data across twenty separate studies indicate that the percentage of "right to wrong" changes is 20.2%, whereas the percentage of "wrong to right" changes is 57.8%, nearly triple. [12] Changing from "right to wrong" may be more painful and memorable (Von Restorff effect), but it is probably a good idea to change an answer after additional reflection indicates that a better choice could be made. In fact, a person's initial attraction to a particular answer choice could well derive from the surface plausibility that the test writer has intentionally built into a distractor (or incorrect answer choice). Test item writers are instructed to make their distractors plausible yet clearly incorrect. A test taker's first-instinct attraction to a distractor is thus often a reaction that probably should be revised in light of a careful consideration of each of the answer choices. Some test takers for some examination subjects might have accurate first instincts about a particular test item, but that does not mean that all test takers should trust their first instinct.

Notable multiple-choice examinations

See also

Related Research Articles

<span class="mw-page-title-main">Graduate Management Admission Test</span> Computer adaptive test (CAT)

The Graduate Management Admission Test is a computer adaptive test (CAT) intended to assess certain analytical, writing, quantitative, verbal, and reading skills in written English for use in admission to a graduate management program, such as a Master of Business Administration (MBA) program. Answering the test questions requires knowledge of English grammatical rules, reading comprehension, and mathematical skills such as arithmetic, algebra, and geometry. The Graduate Management Admission Council (GMAC) owns and operates the test, and states that the GMAT assesses analytical writing and problem-solving abilities while also addressing data sufficiency, logic, and critical reasoning skills that it believes to be vital to real-world business and management success. It can be taken up to five times a year but no more than eight times total. Attempts must be at least 16 days apart.

<span class="mw-page-title-main">Advanced Placement</span> American program with college-level classes offered to high school students

Advanced Placement (AP) is a program in the United States and Canada created by the College Board. AP offers undergraduate university-level curricula and examinations to high school students. Colleges and universities in the US and elsewhere may grant placement and course credit to students who obtain qualifying scores on the examinations.

<span class="mw-page-title-main">Victorian Certificate of Education</span> School qualification offered in Victoria, Australia

The Victorian Certificate of Education (VCE) is one credential available to secondary school students who successfully complete year 11 and 12 in the Australian state of Victoria as well as in some international schools in China, Malaysia, Philippines, Timor-Leste, and Vietnam.

In psychometrics, item response theory (IRT) is a paradigm for the design, analysis, and scoring of tests, questionnaires, and similar instruments measuring abilities, attitudes, or other variables. It is a theory of testing based on the relationship between individuals' performances on a test item and the test takers' levels of performance on an overall measure of the ability that item was designed to measure. Several different statistical models are used to represent both item and test taker characteristics. Unlike simpler alternatives for creating scales and evaluating questionnaire responses, it does not assume that each item is equally difficult. This distinguishes IRT from, for instance, Likert scaling, in which "All items are assumed to be replications of each other or in other words items are considered to be parallel instruments". By contrast, item response theory treats the difficulty of each item as information to be incorporated in scaling items.

Educational assessment or educational evaluation is the systematic process of documenting and using empirical data on the knowledge, skill, attitudes, aptitude and beliefs to refine programs and improve student learning. Assessment data can be obtained from directly examining student work to assess the achievement of learning outcomes or can be based on data from which one can make inferences about learning. Assessment is often used interchangeably with test, but not limited to tests. Assessment can focus on the individual learner, the learning community, a course, an academic program, the institution, or the educational system as a whole. The word "assessment" came into use in an educational context after the Second World War.

A concept inventory is a criterion-referenced test designed to help determine whether a student has an accurate working knowledge of a specific set of concepts. Historically, concept inventories have been in the form of multiple-choice tests in order to aid interpretability and facilitate administration in large classes. Unlike a typical, teacher-authored multiple-choice test, questions and response choices on concept inventories are the subject of extensive research. The aims of the research include ascertaining (a) the range of what individuals think a particular question is asking and (b) the most common responses to the questions. Concept inventories are evaluated to ensure test reliability and validity. In its final form, each question includes one correct answer and several distractors.

<span class="mw-page-title-main">Texas Assessment of Knowledge and Skills</span> Former Texas state standardized test

The Texas Assessment of Knowledge and Skills (TAKS) was the fourth Texas state standardized test previously used in grade 3-8 and grade 9-11 to assess students' attainment of reading, writing, math, science, and social studies skills required under Texas education standards. It is developed and scored by Pearson Educational Measurement with close supervision by the Texas Education Agency. Though created before the No Child Left Behind Act was passed, it complied with the law. It replaced the previous test, called the Texas Assessment of Academic Skills (TAAS), in 2002.

Computerized adaptive testing (CAT) is a form of computer-based test that adapts to the examinee's ability level. For this reason, it has also been called tailored testing. In other words, it is a form of computer-administered test in which the next item or set of items selected to be administered depends on the correctness of the test taker's responses to the most recent items administered.

Advanced Placement (AP) Chemistry is a course and examination offered by the College Board as a part of the Advanced Placement Program to give American and Canadian high school students the opportunity to demonstrate their abilities and earn college-level credits at certain colleges and universities. The AP Chemistry Exam has the lowest test participation rate out of all AP Courses, with around half of AP Chemistry students taking the exam.

The Peabody Picture Vocabulary Test, the 2007 edition of which is known as the PPVT-IV, is an untimed test of receptive vocabulary for Standard American English and is intended to provide a quick estimate of the examinee's receptive vocabulary ability. It can be used with the Expressive Vocabulary Test-Second Edition (EVT-2) to make a direct comparison between the examinee's receptive and expressive vocabulary skills. The PPVT was developed in 1959 by special education specialists Lloyd M. Dunn and Leota M. Dunn. The current version lists L.M. Dunn and his son D.M. Dunn as authors.

The National Council Licensure Examination (NCLEX) is a nationwide examination for the licensing of nurses in the United States, Canada, and Australia since 1982, 2015, and 2020, respectively. There are two types: the NCLEX-RN and the NCLEX-PN. After graduating from a school of nursing, one takes the NCLEX exam to receive a nursing license. A nursing license gives an individual the permission to practice nursing, granted by the state where they met the requirements.

A criterion-referenced test is a style of test that uses test scores to generate a statement about the behavior that can be expected of a person with that score. Most tests and quizzes that are written by school teachers can be considered criterion-referenced tests. In this case, the objective is simply to see whether the student has learned the material. Criterion-referenced assessment can be contrasted with norm-referenced assessment and ipsative assessment.

Madhya Pradesh-Pre Engineering Test was a state level examination organised by the Vyapam Board for admission to Engineering Colleges in Madhya Pradesh, India. After 2007 over 1 million students participated in the exam each year It was conducted by Vyapam, the Professional Examination Board of Madhya Pradesh. Vyapam had been conducting the MP-PET since 1981. PET was based on syllabus of subjects Physics, Chemistry and Mathematics of grade 11 and 12.

West Bengal Joint Entrance Examination (WBJEE) is a state-government controlled centralized test, conducted by the West Bengal Joint Entrance Examinations Board for admission into Undergraduate Courses in Engineering/Technology, Pharmacy and Architecture of different Universities, Government Colleges as well as Self Financing, Private Institutes in the State of West Bengal.

In an educational setting, standards-based assessment is assessment that relies on the evaluation of student understanding with respect to agreed-upon standards, also known as "outcomes". The standards set the criteria for the successful demonstration of the understanding of a concept or skill.

<span class="mw-page-title-main">High-stakes testing</span> Test with important consequences for the test taker

A high-stakes test is a test with important consequences for the test taker. Passing has important benefits, such as a high school diploma, a scholarship, or a license to practice a profession. Failing has important disadvantages, such as being forced to take remedial classes until the test can be passed, not being allowed to drive a car, or difficulty finding employment.

Standard-setting study is an official research study conducted by an organization that sponsors tests to determine a cutscore for the test. To be legally defensible in the US, in particular for high-stakes assessments, and meet the Standards for Educational and Psychological Testing, a cutscore cannot be arbitrarily determined; it must be empirically justified. For example, the organization cannot merely decide that the cutscore will be 70% correct. Instead, a study is conducted to determine what score best differentiates the classifications of examinees, such as competent vs. incompetent. Such studies require quite an amount of resources, involving a number of professionals, in particular with psychometric background. Standard-setting studies are for that reason impractical for regular class room situations, yet in every layer of education, standard setting is performed and multiple methods exist.

A test score is a piece of information, usually a number, that conveys the performance of an examinee on a test. One formal definition is that it is "a summary of the evidence contained in an examinee's responses to the items of a test that are related to the construct or constructs being measured."

The attribute hierarchy method (AHM), is a cognitively based psychometric procedure developed by Jacqueline Leighton, Mark Gierl, and Steve Hunka at the Centre for Research in Applied Measurement and Evaluation (CRAME) at the University of Alberta. The AHM is one form of cognitive diagnostic assessment that aims to integrate cognitive psychology with educational measurement for the purposes of enhancing instruction and student learning. A cognitive diagnostic assessment (CDA), is designed to measure specific knowledge states and cognitive processing skills in a given domain. The results of a CDA yield a profile of scores with detailed information about a student’s cognitive strengths and weaknesses. This cognitive diagnostic feedback has the potential to guide instructors, parents and students in their teaching and learning processes.

<span class="mw-page-title-main">Exam</span> Educational assessment

An examination or test is an educational assessment intended to measure a test-taker's knowledge, skill, aptitude, physical fitness, or classification in many other topics. A test may be administered verbally, on paper, on a computer, or in a predetermined area that requires a test taker to demonstrate or perform a set of skills.

References

  1. ↑ Park, Jooyong (2010). "Constructive multiple-choice testing system". British Journal of Educational Technology. 41 (6): 1054–1064. doi:10.1111/j.1467-8535.2010.01058.x.
  2. ↑ "Alumni Notes". The Alcalde. 61 (5): 36. May 1973. ISSN   1535-993X . Retrieved 29 November 2020.
  3. ↑ Kehoe, Jerard (1995). "Writing multiple-choice test items". Practical Assessment, Research & Evaluation. 4 (9).
  4. ↑ Item Writing Manual Archived 2007-09-29 at the Wayback Machine by the National Board of Medical Examiners
  5. ↑ Beckert, Lutz; Wilkinson, Tim J.; Sainsbury, Richard (2003). "A needs-based study and examination skills course improves students' performance". Medical Education. 37 (5): 424–428. doi:10.1046/j.1365-2923.2003.01499.x. PMID   12709183. S2CID   11096249.
  6. ↑ Downing, Steven M. (2004). "Reliability: On the reproducibility of assessment data". Medical Education. 38 (9): 1006–1012. doi:10.1111/j.1365-2929.2004.01932.x. PMID   15327684. S2CID   1150035.
  7. ↑ DePalma, Anthony (1 November 1990). "Revisions Adopted in College Entrance Tests". New York Times. Retrieved 22 August 2012.
  8. ↑ Bontis, N.; Hardie, T.; Serenko, A. (2009). "Techniques for assessing skills and knowledge in a business strategy classroom" (PDF). International Journal of Teaching and Case Studies. 2 (2): 162–180. doi:10.1504/IJTCS.2009.031060.
  9. ↑ "Formula Scoring of Multiple-Choice Tests (Correction for Guessing)" (PDF). Archived from the original (PDF) on 2011-07-21. Retrieved 2011-05-20.
  10. ↑ Jacques Derrida (1990) pp.334-5 Once Again from the Top: Of the Right to Philosophy, interview with Robert Maggiori for Libération , November 15, 1990, republished in Points (1995).
  11. ↑ "Multiple-Choice Tests: Revisiting the Pros and Cons". Faculty Focus | Higher Ed Teaching & Learning. 2018-02-21. Retrieved 2019-03-22.
  12. ↑ Benjamin, Ludy T.; Cavell, Timothy A.; Shallenberger, William R. (1984). "Staying with Initial Answers on Objective Tests: Is it a Myth?". Teaching of Psychology. 11 (3): 133–141. doi:10.1177/009862838401100303. S2CID   33889890.
This page is based on this Wikipedia article
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.