The Digital High Stakes Assessment Programme in Cambridge University Press & Assessment is developing digital assessments for UK and global teachers and learners. In one development, the team are making decisions about the assessment models to use to assess computing systems knowledge and understanding. This research took place as part of the…

We investigated how item formats influence test takers' response tendencies under uncertainty. Adult participants solved content-equivalent math items in three formats: multiple-selection multiple-choice, grid with forced-choice (true-false) options, and grid with non-forced-choice options. Participants showed a greater tendency to commit (rather…

This study aims to understand how anxiety as a variable contributes to affect the ability in comprehending English texts evaluated on students' performance on various test types, namely 1) multiple-choice tests (MC), 2) fill-in-the-blank tests (FTB), and 3) true/false tests (TF). This research used "ex post facto" method, with responses…

Online-quizzes are an economic and objective method for formative assessment in universities. However, closed questions have been criticized for promoting shallow learning and resulting often in poor learning outcomes. These disadvantages can be overcome by embedding closed questions in effective instructional designs involving feedback. In the…

The current study investigated how item formats and their inherent affordances influence test-takers' cognition under uncertainty. Adult participants solved content-equivalent math items in multiple-selection multiple-choice and four alternative grid formats. The results indicated that participants' affirmative response tendency (i.e., judge the…

Background: Within undergraduate science courses, instructors often assess student thinking using closed-ended question formats, such as multiple-choice (MC) and multiple-true-false (MTF), where students provide answers with respect to predetermined response options. While MC and MTF questions both consist of a question stem followed by a series…

Evaluation on the foreign student's competence of Indonesian language is required to assess their achievement. This research aimed to identify the difficulty level of test instrument, analyze the difference of foreign students' competence for Indonesian language and to analyze the correlation of students' competence over various objective test…

Multiple true-false (MTF) items are a widely used supplement to the commonly used single-best answer (Type A) multiple choice format. However, an optimal scoring algorithm for MTF items has not yet been established, as existing studies yielded conflicting results. Therefore, this study analyzes two questions: What is the optimal scoring algorithm…

Writing multiple-choice test items to measure student learning in higher education is a challenge. Based on extensive scholarly research and experience, the author describes various item formats, offers guidelines for creating these items, and provides many examples of both good and bad test items. He also suggests some shortcuts for developing…

Assessments represent an important component of undergraduate courses because they affect how students interact with course content and gauge student achievement of course objectives. To make decisions on assessment design, instructors must understand the affordances and limitations of available question formats. Here, we use a crossover…

This study aimed to discover subject-specific science teachers' views of alternative assessment. The questionnaire by Okur (2008) was adapted and deployed for data collection. The sample consisted of 80 subject-specific science teachers drawn from the cities of Trabzon, Rize and Erzurum in Turkey. In analyzing data, descriptive analysis was…

This work starts with a brief overview of education in developing countries, to contextualise the use of the guidelines. Although this document is intended to be a practical tool, it is necessary to include some theoretical analysis of the concept of online assessment. This is given in Sections 3 and 4, together with the identification and…