This paper outlines a technique for differentially weighting options of a multiple choice test in a fashion that maximizes the item predictive validity. The rule can be applied with different number of categories and the "optimal" number of categories can be determined by significance tests and/or through the R2 criterion. Our theoretical analysis…

Brief, motivating television programs, lectures, calculation exercises, and laboratory experiments were integrated to teach a course in applied electronics at the Royal Institute of Technology (Stockholm). The greater part of the learning work was done in the form of independent study checked by diagnostic tests. These tests proved to have an…

Certain modifications of a conventional test are proposed which force the item difficulty level to adjust automatically to the ability level of the examinee. The modified test is called a flexilevel test. Although different examinees take different sets of items, the scoring method provides comparable scores for all. Furthermore, the test is…

The intent of this admittedly small scale and unsophisticated trial was to test the response of General Practitioners to being given a form to fill out following a television broadcast, to test the value of the semantic differential method for testing subjective responses to the programs, and to see if some means of testing by multiple-choice…

A sample of 22 multiple-choice questions is provided to point up the potentialities of this type question, as well as to dispel the myth that "objective" tests require no thought, insight, or understanding. The questions have been taken from a variety of tests constructed by Educational Testing Service, and are presented as they appeared in the…

The questionnaire used to elicit the attitudes of students toward school is presented. It consists of 75 true-false items. (For related document, see TM 002 762.) (KM)

Fifteen descriptive statistics were computed for 345 instructor made multiple-choice optically scanned tests for the purpose of evaluating the quality of classroom test at the university level as well as the appropriateness of the evaluating statistics. The description and analysis of the average test represented a realistic lower bound of…

This report documents (1) the problems inherent in multiple choice testing, (2) a solution to the problems, and (3) computer programs required by the solution. Problems of multiple choice testing include scheduling inflexibility, methodological inflexibility, cheating, inefficiencies of space and student interaction time, inefficiencies of…

This study tested Cromwell and Dokecki's theory (1968) that excessive response by schizophrenics to strong aspects of meaning of words and deficient response to weak aspects of meaning reflect an inability to disattend from strong aspects of meaning. (Author/RK)

Compares four different scoring systems in a study of 103 subjects answering a 20 item multiple choice test. Three of the four systems uses a weighted response technique, giving credit for partial knowledge. This seemed to have a significant effect on final grades and gave a more accurate grade representation. (MA)

Confidence scored tests allow subjects to respond to the options on a multiple choice test by assigning probabilities to each of the item options. This paper describes an interactive FORTRAN computer program used for administering, scoring, and interpreting the results of confidence scored tests. (Author/JKS)

Previous knowledge of the difficulty index and the intercorrelations of the items will allow group results to be predicted and manipulated. A compound bionomial probability function of a testscore is established for which a computer program has been written. Three item selections and the appropriate probability distributions are given which give…

This paper describes the introduction of a multiple-choice test into the existing framework of examinations at the University of Nottingham. The examination papers and administrative techniques are described. (SD)

Describes an attempt to present multiple choice tests in an audiovisual format to engineering students. (JY)

Investigates whether college readers are aware of their performance following multiple-choice comprehension tests. Certainty ratings were more consistent with students' actual performance for opposites and analogies than for comprehension test items. (SR)