Multiple choice (testing method)

Social Processes: Methodology · Types of test

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Multiple choice items are a form of assessment item for which respondents are asked to select one or more of the choices from a list. This type of item is used in educational examinations, in elections (choose between multiple candidates, parties, or policies), in market research, and many other areas.

Frederick J. Kelly is credited with creating multiple choice items in 1914 at the University of Kansas. One of the first uses of multiple choice questions was to assess the capabilities of World War I military recruits. Test writers are often trained in Bloom's taxonomy.

While often colloquially referred to as "questions," this is a misnomer because many items are not phrased as a question. They can be presented as incomplete statements or mathematical equations.

Structure[]

Multiple-choice items consist of a stem and a set of options. The stem is the beginning part of the item that presents the item as a problem to be solved, a question asked of the examinee, or an incomplete statement to be completed, as well as any other relevant information. 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.^[1]

For advanced items, such as an applied knowledge item, the stem can consist of multiple part. It can include extended or ancillary material like a vignette, a medical case study, a graph, a table, or detailed description which has multiple elements to it. It is as long as necessary to ensure maximum validity and authenticity to the problem at hand. The stem ends with a lead-in question describes what the exam taker must do. In a medical multiple-choice item the lead-in question may ask "What is the most likely diagnosis?" or "What pathogen is the most likely cause?" after presenting a case study.

.

Advantages[]

There are several advantages to the multiple choice style. If item writers are well trained and items are quality assured, this can be a very effective item format.^[2] First of all, if students are instructed on the way in which the item format works and the myths surrounding the assessment type are destroyed, students are found to perform better on the test.^[3] 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.^[4]

Multiple choice tests often require less time to administer for a given amount of material than would tests requiring written responses, meaning that more questions can be given in the assessment without increasing the time needed; this results in a more comprehensive evaluation of the candidate's extent of knowledge. Even greater efficiency can be created by use of online examination delivery software. Multiple choice questions lend themselves to the development of objective assessment items, however, without author training, questions can be subjective in nature. Because this style of test does not require a teacher to mark the given answers, test-takers are graded purely on their selections, creating a lower likelihood of teacher-student bias in the results. Factors irrelavent 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 marked purely on their knowledge of the topic. Finally, if test-takers are aware of how to use mark sheets and/or online examination tick boxes their responses can be relied upon with clarity.

Disadvantages[]

Multiple choice tests do have disadvantages. One of these is ambiguity; 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 a student has some knowledge of a question, they receive no credit for knowing that information if they select the wrong answer. However, free response questions may allow a taker to demonstrate their understanding of the subject and receive partial credit. Finally, test takers may be able to rule out answers due to infeasibility. In some cases they may even test each answer individually, especially when dealing with mathematics, thereby increasing the chance of providing a correct answer without actually knowing the subject matter. On the other hand, especially on mathematics tests, some answers are included to actually encourage the test taker to logically rule out responses. An example would be giving the equation $4x^2 + bx=3$ and asking what $b^2$ equals. The test taker should be able to eliminate all answers that are a negative number. It should be noted that in some cases the candidate receives partial credit for certain incorrect, yet somewhat plausible, selections (and might be penalised for other, less suitable ones), but this is rare and is still not a solution that is as optimal as that offered in a written examination.

The use of multiple choice questions in certain educational fields is sometimes contested due to some of the negative aspects, whether actual or perceived, but the format remains popular due to its utility and cost effectiveness.

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. 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. Some exams, such as the Australian Mathematics Competition, have systems in place to negate this, in this case by making it more beneficial to not give an answer than to give a wrong one. This is usually not a great issue, however, since the odds of a student receiving significant marks by guessing are very low when four or more selections are available.

Examples[]

In the equation $2x+3=4$ , solve for x.
A) 4
B) 10
C) 0.5
D) 1.5
E) 8

What is the IT superpower in India?
A) Bangalore
B) Mumbai
C) Mysore
D) Chennai

Recognition memory[]

A practical application of recognition memory is in relation to developing multiple choice tests in an academic setting. A good test does not tap recognition memory, it wants to discern how well a person encoded and can recall a concept. If people rely on recognition for use on a memory test (such as multiple choice) they may recognize one of the options but this does not necessarily mean it is the correct answer. ^[5]

Notable tests with multiple choice sections[]

FE
SAT
AP
PSAT
GRE
MCAT
LSAT
IB Diploma Programme science subject exams
ASVAB
TOEIC
Multistate Bar Examination

References[]

↑ Kehoe, Jerard (1995). Writing multiple-choice test items. Practical Assessment, Research & Evaluation, 4(9). Retrieved February 12, 2008 from http://PAREonline.net/getvn.asp?v=4&n=9 .
↑ Item Writing Manual by the National Board of Medical Examiners
↑ Lutz Beckert, Tim J Wilkinson, Richard Sainsbury (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
↑ Steven M Downing (2004) Reliability: on the reproducibility of assessment data Medical Education 38 (9), 1006–1012. doi:10.1111/j.1365-2929.2004.01932.x
↑ University of Waterloo. Writing Multiple Choice Tests. Retrieved from http://www.sdc.uwo.ca/learning/mcwrit.html.

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This page uses Creative Commons Licensed content from Wikipedia (view authors).

[1] Kehoe, Jerard (1995). Writing multiple-choice test items. Practical Assessment, Research & Evaluation, 4(9). Retrieved February 12, 2008 from http://PAREonline.net/getvn.asp?v=4&n=9 .

[2] Item Writing Manual by the National Board of Medical Examiners

[3] Lutz Beckert, Tim J Wilkinson, Richard Sainsbury (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

[Downing-4] Steven M Downing (2004) Reliability: on the reproducibility of assessment data Medical Education 38 (9), 1006–1012. doi:10.1111/j.1365-2929.2004.01932.x

[5] University of Waterloo. Writing Multiple Choice Tests. Retrieved from http://www.sdc.uwo.ca/learning/mcwrit.html.

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