This article presents a novel experimental methodology in which groups of students were offered the option to choose between two equivalent scoring rules to assess a multiple-choice test. The effect of choosing the scoring rule on marks is tested. Two major contributions arise from this research. First, it contributes to the literature on the…

A methodology for developing multiple-choice critical thinking tests is described, which attempts to overcome certain problems of validity and fairness associated with such tests. It is concluded that direct evidence on test validity should be gathered using verbal reports of students' thinking on trial items. (TJH)