The Influence of Distractor Strength and Response Order on MCQ Responding

Autor/inn/en	Kiat, John Emmanuel; Ong, Ai Rene; Ganesan, Asha
Titel	The Influence of Distractor Strength and Response Order on MCQ Responding
Quelle	In: Educational Psychology, 38 (2018) 3, S.368-380 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kiat, John Emmanuel) ORCID (Ganesan, Asha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2017.1349877
Schlagwörter	Undergraduate Students; Multiple Choice Tests; Attention Control; Item Response Theory; Test Items; Test Format; Test Construction; Test Wiseness; Academic Ability; Hierarchical Linear Modeling; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Aufmerksamkeitstest; Item-Response-Theorie; Test content; Testaufgabe; Testentwicklung; Testaufbau; Ausland
Abstract	Multiple-choice questions (MCQs) play a key role in standardised testing and in-class assessment. Research into the influence of within-item response order on MCQ characteristics has been mixed. While some researchers have shown preferential selection of response options presented earlier in the answer list, others have failed to replicate these results. This paper investigates a possible explanation for these mixed findings by assessing the influence of distractor strength on MCQ response order effects. A real-world assessment was administered to 232 undergraduates in which the response order within items was systematically varied. A generalised multilevel model was then used to show a significant interaction between distractor strength and response position with regard to response behaviour. Furthermore, the effect was found to be independent of student ability. These findings have implications for MCQ test construction, minimising the negative consequences of MCQ test exposure and promoting improved test-taking strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01