Contents
Description[edit]
The multiple-choice test consists of questions where only one answer can be correct. In contrast, the multiple-response tests consists of questions where several answers can be correct. Neither craft skills nor creativity can be measured with either type of test. Nevertheless, it is not only possible to query factual knowledge. Unless otherwise stated, both test types are summarized below under the term "multiple-choice test". Following cognitive performance levels can be tested via multiple-choice tests:
- Reproduction of stored knowledge
- Reorganization: Learned knowledge is processed and arranged independently.
- Transfer: Basic principles are transferred to new, similar tasks.
- Problem-solving thinking: Tasks with new questions and aspects are solved.
Quality Concepts[edit]
Validity[edit]
The validity is not necessarily present. The main problem is the discrepancy between complex cognitive processes and simply ticking an answer. Multiple-Choice Tests can evaluate a competence to act if they require the quick assessment of different facets of a complex subject.
Reliability[edit]
The objectivity of Multiple-Choice Tests is significantly higher than for classic written exams. The reason for this is that the correction is independent of the correcting person and is often automated. In addition, well-formulated questions go hand in hand with high reliability. If the tests are carried out regularly and with a large number of test persons, they are particularly economical.
Limitations[edit]
Creativity or craft skills cannot be tested with multiple choice tests.
Considerations[edit]
Tips[edit]
To reduce the possibility of scoring by gambling, the alternative answers should be of high quality. According to studies, three answer options are sufficient to make successful gambling unlikely.
Traps[edit]
Disadvantages of too many alternative answers are a greater effort in the designing, risk of not plausible distractors (distractor = false answer option) and revealing of context hints for other tasks. Depending on the task, five or more answer options can also be useful.
Scoring Tools[edit]
A major advantage of Multiple-Choice / response tests (short: MC-tests) is that they can be evaluated easily. In addition, the quality of particular questions can be determined statistically. Bad formulated questions can be recognized as such. As already mentioned, only one answer can be correct for Multiple-Choice questions. If the right answer is marked, one point will be awarded. If a wrong answer or no answer is marked, no point will be awarded. The awarding of points can be different for Multiple-Response tests. Every correct marked answer scores one point (right answers marked, or false answers not marked). Every incorrect marked answer brings one minus point (right answers not marked or false answers marked). The difference determines the total score of the question. If the difference is negative, the score is 0 Points.
Implementation[edit]
Information for Standard[edit]
For a high degree of standardization, the test sheets should be formulated in a clear and understandable way and used without modification. Language barriers should be taken into account.
Development[edit]
When preparing the test, high quality distractors should be chosen that are plausible without fooling the candidate. The test should be focused on the competencies to be measured and not just on smartness. A solution sheet gives the necessary information about the correct answers.
Needs/Set-Up[edit]
The test can be performed either with a pen and paper or electronically on a computer.
Requirements for Assessors[edit]
The design of the test requires a high level of technical expertise in order to develop useful distractors. For the evaluation of the test no special skills are required.
Examples[edit]
For example, a multiple choice test can be used to test knowledge about the use of special effects.
In Combination with[edit]
Written Test - Open Answers
References/Notes[edit]
* Baghaei, P. / Amrahi, N. (2011): The effects of the number of options on the psychometric characteristics of Multiple-Choice items. In: Psychological Test and Assessment Modeling. 53 (2), p. 192-211. * CTL Center for Teaching and Learning / Universität Wien (2015): Erstellen von schriftlichen, mündlichen und Multiple-Choice-Prüfungen. Online: https://ctl.univie.ac.at/fileadmin/user_upload/z_ctl/Qualitaet_von_Studien/Qualitaet_von_Pruefungen/170314_Erstellen_von_schriftlichen_muendlichen_MC_Pruefungen.pdf (last 25.05.2020). * Elsa / Leibniz Universität Hannover (n.d.): Erstellen und Bewerten von Multiple-Choice-Aufgaben. Online: https://www.zqs.uni-hannover.de/fileadmin/zqs/PDF/E-Learning/elsa_handreichung_zum_erstellen_und_bewerten_von_mc-fragen_2013.pdf (last: 25.05.2020). * Kubinger, K. (2014): Gutachten zur Erstellung “gerichtsfester” Multiple-Choice-Prüfungsaufgaben. In: Psychologische Rundschau. 65 (3), p. 169-178. * Rodriguez, M. (2005): Three Options Are Optimal for Multiple-Choice Items: A Meta-Analysis of 80 Years of Research. In: Educational Measurement. Issues and Practice. 24 (2), p. 3-13. * Universität Kassel (n.d.): Handreichung für Klausuren mit Aufgaben nach dem Antwort-Wahl-Verfahren (Single-Choice/Multiple-Choice). Online: http://www.uni-kassel.de/einrichtungen/fileadmin/datas/einrichtungen/scl/E-Klausuren/Handreichung_Antwort_Wahl_Aufgaben_final.pdf (last: 25.05.2020). * Universität Zürich (n.d.): Hochschuldidaktik A – Z. Multiple-Choice-Prüfungen. Online: http://www.hochschuldidaktik.uzh.ch/dam/jcr:ffffffff-9a08-8cca-0000-00002cfe461f/A_Z_Multiple-Choice.pdf (last: 02.06.2020).