Multiple Choice Tests

An extensive literature survey on automated assessment and handwriting recognition has shown that no work has been done in addressing the area of assessment of handwritten exam scripts. This paper therefore introduces the novel concept of applying Image Extraction ...

The Blackboard Learning System™, a Web- based server software system, is widely used on many college and university campuses today. This paper explores the use of the Blackboard system as a teaching and learn- ing tool. Particular emphasis is placed on the online chat feature available through the Blackboard interface. During the fall 2002 pilot semester, students enrolled in an

This study describes the sequential pattern of "through-produced" multiple questions using Conversation Analysis that sets the agenda dimension of questions, and the academic conditions that advance its use during turns at talk from five faculty meetings. Results show that a. No first-pair of the "through-produced" questions has been answered; b. the answers to the second-pair questions are achieved through paraphrases, clarifications, keyword repetitions, and circuitous rephrasing until the hearer conforms with the agenda set; c. The subordinates frame their default identities with lower epistemic knowledge, and d. "Through-produced" multiple questions can be a manifestation of Chair's power. Implications and recommendations for cross-linguistic comparisons are offered to generalize the findings beyond the specific domain of the meeting.

First-year psychology students took multiple-choice examinations following each of 4 lecture courses and 3 laboratory research methods courses. One lecture course was later retested. Students indicated state of memory awareness accompanying each answer: recollective experience (remember), "just know" (know), feeling of familiarity (familiarity), or guess. On the lecture courses, higher performing students differed from other students because they had more remember responses. On research methods, higher performing students differed because they knew more, and in the delayed retest, higher performing students differed because they now knew rather than remembered more. These findings demonstrate a shift from remembering to knowing, dependent upon level attained, type of course, and retention interval, and suggest an underlying shift in knowledge representation from episodic to semantic memory. The authors discuss theoretical and educational implications of the findings.

Using a 30-item multiple choice type test, this investigation dwelt on the ability of college students to recognize terms and concepts used by librarians. A total of 447 respondents representing the fields of education, nutrition, food technology, tourism and hotel and restaurant management took part in this investigation. Data were gathered through robotfotos and an inventory of commonly used library

A serious problem in mining industrial data bases is that they are often incomplete, and a significant amount of data is missing, or erroneously entered. This paper explores the use of machine-learning based alternatives to standard statistical data completion (data imputation) methods, for dealing with miss- ing data. We have approached the data completion problem using two well-known machine learning

Despite immense technological advances, learners still prefer studying text from printed hardcopy rather than from computer screens. Subjective and objective differences between on-screen and on-paper learning were examined in terms of a set of cognitive and metacognitive components, comprising a Metacognitive Learning Regulation Profile (MLRP) for each study media. Participants studied expository texts of 1000-1200 words in one of the two media and for each text they provided metacognitive prediction-of-performance judgments with respect to a subsequent multiple-choice test. Under fixed study time (Experiment 1), test performance did not differ between the two media, but when study time was self-regulated (Experiment 2) worse performance was observed on screen than on paper. The results suggest that the primary differences between the two study media are not cognitive but rather metacognitive--less accurate prediction of performance and more erratic study-time regulation on screen ...

Introduction. Two forms of examination of biology are carried out in Trakia university students admition – by multiple choice tests and objective assessment with computer and by written examination and holistic assessment with experts.
Goal. To make a comparison between test assessment and the holistic expert assessment of biology on the basis of statistical analysis.
Material and method. Data from 5 years admition examinations are used – about 8500 marks in six-grade scale.
Results. The study shows, that the test assessment is a preferable form of the examination by the applicants. When the organization is suitable, the test examination is carried out faster and the results become ready faster. The test criteria of assessment are exact and are available to the applicants at the start of their training. If the test assessment system is suitable (an example of a test assessment system is described in the work), the set of marks is distributed evenly across the marks scale, which reduces the impact of the assessment errors on the classification in comparison with the traditional examination assessment by human experts.

Single-Answer Multiple-choice (SAMC) test technique is one of the most commonly used objective test techniques. Most of the teachers and testing organizations prefer SAMC questions as these tests provide " high score reliability, ease of administration and scoring, usefulness in testing varied content, and objective scoring " (Kurz, 1999:3). However, such questions have some disadvantages such as " decreased validity due to guessing and failure to credit partial knowledge " (Kurz, 1999:2). Many scholars provided suggestions to overcome such disadvantages. Different scoring methods for SAMC questions have been created so far. In this paper, it is claimed that using Multiple-answer Multiple-choice (MAMC) questions will also eliminate some of these disadvantages of SAMC questions. In addition, it is aimed to suggest a practical way of scoring MAMC questions. This study is significant as there is a very limited literature on the use of MAMC questions for classroom use. The practical way of scoring MAMC questions for classroom use will be an initial step and it will pave the way for the new developments in the use of MAMC questions in the language tests. This alternative way of testing and scoring MAMC questions is open to discussion. There is nothing best, but something better which will help the further developments in testing the examinees' success.

This study was designed to investigate (1) the difficulties faced by EFL university students with section two of the ITP, and (2) whether part A or part B was more difficult for them and why. A number of 26 students from two different universities, Syiah Kuala University and the State Islamic University Ar-Raniry were the samples for the test. The data was obtained from a multiple choice questionnaire test consisting of 46 questions, each with 4 answers to choose from. The results showed that inversions (12%), subject-verb agreements (10%), adverb clause connectors (7%), passives (6%), reduced adjective clauses (5%), parallel structures (5%) and use of verbs (5%) were the most difficult questions for the students. Furthermore, they felt that part B was more difficult than part A, as finding an error in a sentence was harder than completing a sentence from a multiple choice. Furthermore, the length of questions in part A did not affect the amount of time the students spent to complet...

The purpose of this project was to develop a valid and reliable science process skill test for middle and high school students. Multiple-choice items were generated for each of five objectives. Following pilot testing and revision, the test was administered to middle and high school students in the northeastern United States. The 36-item test can be completed in a normal class period. Results yielded a mean score of 19.14 and a total test reliability of 0.86. Mean difficulty and discrimination indices were 0.53 and 0.35, respectively. Split-test correlations coefficients between TIPS II and the original TIPS items were 0.86 and 0.90. TIPS II provides another reliable instrument for measuring process skill achievement. Additionally, it increases the available item pool for measuring these skills.

Psychosocial research on schizophrenia would benefit from reliable and valid measures of knowledge about schizophrenia. Although a variety of instruments have been developed to assess the effects of specific family psychoeducational programs, little research has been conducted on the psychometric properties of scales measuring knowledge about schizophrenia. This study assessed reliability and validity of a brief, easily administered, multiple-choice knowledge test completed by 441 participants from several samples: 144 lay community members, 77 family members of inpatients with schizophrenia, 170 police officers involved in a training program on mental illnesses, and 50 mental health professionals. After item analysis, good internal consistency reliability and construct validity were demonstrated for an 18-item version of this test. The findings demonstrate that knowledge about schizophrenia - a construct with potentially broad applicability in psychosocially oriented schizophrenia research - can be assessed with brief, self-administered, multiple-choice knowledge tests.

Objectives  We compared multiple-choice and open-ended responses collected from a web-based tool designated ‘Case for Change’, which had been developed for assessing and teaching medical students in the skills involved in integrating sexual risk assessment and behaviour change discussions into patient-centred primary care visits.Methods  A total of 111 Year 3 students completed the web-based tool. A series of videos from one patient encounter illustrated how a clinician uses patient-centred communication and health behaviour change skills while caring for a patient presenting with a urinary tract infection. Each video clip was followed by a request for students to respond in two ways to the question: ‘What would you do next?’ Firstly, students typed their statements of what they would say to the patient. Secondly, students selected from a multiple-choice list the statements that most closely resembled their free text entries. These two modes of students’ answers were analysed and compared.Results  When articulating what they would say to the patient in a narrative format, students frequently used doctor-centred approaches that focused on premature diagnostic questioning or neglected to elicit patient perspectives. Despite the instruction to select a matching statement from the multiple-choice list, students tended to choose the most exemplary patient-centred statement, which was contrary to the doctor-centred approaches reflected in their narrative responses.Conclusions  Open-ended questions facilitate in-depth understanding of students’ educational needs, although the scoring of narrative responses is time-consuming. Multiple-choice questions allow efficient scoring and individualised feedback associated with question items but do not fully elicit students’ thought processes.

The use of multiple choice tests as a tool of assessment are popular in many university courses, particularly in the foundation year where there is large number of students taking common subjects such as mathematics or engineering science. Under such circumstances, the answers to the multiple choice questions (MCQs) are written on special forms with blank ovals. These forms are scanned and marking is done by comparing the answers with those inputs by the examiner. Subsequently, the results of the students are tabulated with the aid of customised software. However, this conventional method of administering MCQs is not practicable when the number of students and the number of questions are small e.g. ≤ 100 and ≤ 10, respectively. The present paper addresses this issue and discusses the development of an unconventional, yet an effective method for administering short and simple MCQs as a means of assessing student learning in a focus area of the subject matter. A MCQs test was designed...