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| Autor/in | Slem, Charles M. |
|---|---|
| Titel | Modifying the Multiple Choice Test: A Short Answer Option. |
| Quelle | (1981), (21 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Constructed Response; Essay Tests; Higher Education; Multiple Choice Tests; Response Style (Tests); Test Construction; Test Format; Testing Problems |
| Abstract | Over the years many criticisms have been offered against the multiple choice test format. Ambiguous, and emphasizing isolated information, they are also the most difficult objective tests to construct. Over-interpretation is a danger of multiple choice examinations with students picking subtle answers the test makers consider incorrect. Yet, the multiple choice test is a tool offering versatility in measuring educational objectives. It measurers the student's discriminatory thinking, comprehension, application, synthesis, and evaluation. Guessing is minimized and the greater number of items on the exam, the more representative are the sample questions. Perceived ambiguity could allow the scorer to see that the student understood the concept being tested by explaining particular qualifications they perceive and their individual resolutions of the ambiguity. The multiple choice-essay exam (MCE) was developed incorporating a wide right-hand margin so the student could explain alternate answers. This document deals with its development and implementation. (Author/CE) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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