Corrective feedback is often touted as a critical benefit to learning, boosting testing effects when retrieval is poor and reducing negative testing effects. Here, we explore the dark side of corrective feedback. In three experiments, we found that corrective feedback on multiple-choice (MC) practice questions is later endorsed as the answer to…

The aim of the study was to examine the common items in the mixed format (e.g., multiple-choices and essay items) contain parameter drifts in the test equating processes performed with the common item nonequivalent groups design. In this study, which was carried out using Monte Carlo simulation with a fully crossed design, the factors of test…

The Korean College Scholastic Ability Test (CSAT) aims to assess Korean high school students' scholastic ability required for college readiness. As a high-stakes test, the examination serves as a pivotal hurdle for university admission and exerts a strong washback effect on the educational system in Korea. The present study set out to investigate…

According to the model of constructive alignment, learners adjust their learning strategies to the announced assessment (backwash effect). Hence, when teaching for understanding, the assessment method should be aligned with this teaching goal to ensure that learners engage in corresponding learning strategies. A quasi-experimental field study with…

The aim of the present research was to compare the use of multiple-choice questions (MCQs) as an examination method against the oral examination (OE) method. MCQs are widely used and their importance seems likely to grow, due to their inherent suitability for electronic assessment. However, MCQs are influenced by the tendency of examinees to guess…

The aim of the present research was to compare the use of multiple-choice questions (MCQs) as an examination method, to the examination based on constructed-response questions (CRQs). Despite that MCQs have an advantage concerning objectivity in the grading process and speed in production of results, they also introduce an error in the final…

Using an index of answer copying developed by Houston, it was found that rearranged questions alone did not reduce answer copying, whereas rearrangement of both questions and answers effectively eliminated detectable cheating. (Author)

Complex multiple choice (CMC) items are frequently used to test knowledge about repetitive information. In two independent comparisons, performance on the CMC items surpassed that of the multiple true-false clusters. Data indicate that performance on CMC items is inflated, and distractors on CMC items fail to prevent guessing. (Author/PN)

This book explains writing effective multiple-choice test items and studying responses to items to evaluate and improve them, two topics that are very important in the development of many cognitive tests. The chapters are: (1) "Providing a Context for Multiple-Choice Testing"; (2) "Constructed-Response and Multiple-Choice Item Formats"; (3)…

College undergraduates (n=38) were administered identical multiple choice tests with randomly presented answer-sheets numbered either vertically or horizontally. Of the originally-scheduled four tests during the semester, tests one and three were retested with entirely different test questions, also multiple choice, resulting in scores from tests,…

Research on true-false (TF), multiple-choice, and alternate-choice (AC) tests is reviewed, discussing strengths, weaknesses, and the usefulness in classroom and large-scale testing of each. Recommendations are made for improving use of AC items to overcome some of the problems associated with TF items. (SLD)

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…

The study was designed to examine the similarity of response options generated by different item writers using a systematic approach to item writing. The similarity of response options to student responses for the same item stems presented in an open-ended format was also examined. A non-systematic (subject matter expertise) approach and a…

Described is an approach that substantially reduces the annotated shortcomings of standard multiple-choice tests presented to lower-division college mathematics and statistics classes. Examples are included from each discipline. (JJK)

A solution to reduce the likelihood of one examinee copying another's answers on large scale tests that require all examinees to answer the same set of questions is to use multiple test forms that differ in terms of item ordering. This study was conducted to determine whether varying the sequence in which blocks of items were presented to…