Four procedures are discussed for obtaining a confidence interval when answer-until-correct scoring is used in multiple choice tests. Simulated data show that the choice of procedure depends upon sample size. (GDC)

Reports on an evaluation of answer changing on multiple choice tests. States that any change a student is inclined to make, no matter how low the confidence, was found to lead to a significant gain. Concludes that students who change answers are likely to benefit despite the widely held belief that "first impressions are best." (GEA)

Introductory psychology students were graded on four tests using multiple-choice format with explicit option (E-option) to explain their answers. Students preferred E-option format over regular multiple-choice, short answer, essay, true/false, and fill-in-the-blank formats. Use of E-option averaged less than one explanation per test over four…

Results indicate that scoring tests by the self-scoring method can result in a higher split half reliability than tests scored by the traditional right-wrong method. (Authors)

Illustrates the use of answers to free-response questions in generating distractors in equivalent multiple-choice forms by examples of high school biology questions. (AL)

The choice of a particular reading comprehension passage and testing procedure, whether in research or practice, does not allow generalization to other operational definitions of reading comprehension, suggesting serious limitations in most contemporary reading comprehension research and testing. (JD)

Describes a self-instructional practice test utilizing negative-image slides of multiple choice questions and subsequent correct answer slides to provide immediate feedback. (RAO)

Presents a 23 question, multiple choice test on energy. Answers are provided. The test is designed for the general public.

Testing procedures which involve testees assigning probabilities of correctness to all multiple choice alternatives is examined. Two basic assumptions in these procedures are reviewed. Empirical examinee response data are examined and it is suggested that these assumptions should not be taken lightly in empirical studies of personal probability…

Undergraduate business students completed two multiple-choice tests: one in which they indicated their answer and one of three levels of confidence, and one in which they circled the item only when they possessed high confidence in the answer. The three-level test took longer to take and grade; students preferred the second format. Both types…

Multiple-choice response and scoring methods that attempt to determine an examinee's degree of knowledge about each item in order to produce a total test score are reviewed. There is apparently little advantage to such schemes; however, they may have secondary benefits such as providing feedback to enhance learning. (SLD)