First year medical students answered parallel multiple-choice questions at different taxonomic levels as part of their diagnostic examinations. The results show that when content is held constant, students perform as well on interpretation and problem-solving questions as on recall questions. (Author/BW)

This program produces multiple-choice examinations from a pool of questions created by the user. The output is a printed copy of the exam and an answer key. The program is written in Applesoft BASIC and requires an Apple II Plus computer with 32K, a disk drive, and a printer. (MP)

Some perceived difficulties with conventional multiple choice tests are mentioned, and a modified form of examination is proposed. It uses a computer program to award partial marks for partially correct answers, full marks for correct answers, and check for widespread misunderstanding of an item or subject. (MSE)

Two experiments were designed to determine the effects of multiple-choice recognition test alternatives on subsequent memory for the correct answers. Results of both experiments are interpreted as demonstrations of the principle that long-term retention is facilitated such that memory evaluation occurs during initial recognition tests. (Author/RD)

The impact of answer changing on the test scores of students studying educational statistics is investigated. The results show that students who make changes in their original responses significantly improve their overall test performance, and high-scoring students make a greater number of changes than low-scoring students. (Author/GSK)

Seven passages of a published reading comprehension test were administered to college students to compare the regular multiple choice test scores with scores on two forms of a cloze test and with readability formula values. (HOD)

This second of a series of six lessons on general environmental health consists of 20 multiple choice questions dealing with legal aspect. (BB)

Discusses multiple choice questions and presents a statistical approach to post-test correction for guessing that can be used in spreadsheets to automate the correction and generate a grade. Topics include the relationship between the learning objectives and multiple-choice assessments; and guessing correction by negative marking. (LRW)

Describes a study of undergraduates that investigated the effects of providing access to a case library of related stories while solving ill-structured problems. Describes experimental, comparable, and control group treatments and discusses results of multiple-choice tests and short answer questions. (Author/LRW)

Multiple regression analysis shows that both a response-production component and an evaluation component are involved in answers to a free-response synonym task by 299 Belgian college students. Format differences between the multiple choice evaluation task and the synonym task are explained in terms of verbal abilities measured. (SLD)

Uses question-and-answer relationships (QARs) to help students identify the purposes of various multiple-choice questions. Shares how the authors taught fifth-grade students to use the QAR framework as they attacked charts, tables, figures, and other graphics. Details the sequence of their instruction and describes the success that they had using…

Discusses the generalizability of critical thinking and the disposition to think critically. Argues that verbal reports of examinees' thinking on multiple-choice tests can explain the reasoning behind their answers and, thus, can be used to assess the inability to make credibility judgments. (FMW)

An investigation analyzed difficulty and discrimination statistics for 91 multiple-choice tests written by 46 business administration instructors and administered to 7,511 students. A large percentage of the tests failed the difficulty and discrimination standards proposed by several testing experts, implying that teachers need more preparation in…

A taxonomy of 43 rules for writing multiple-choice test items is presented, based on a consensus of 46 textbooks. These guidelines are presented as complete and authoritative, with solid consensus apparent for 33 of the rules. Four rules lack consensus, and 5 rules were cited fewer than 10 times. (SLD)

Investigated measurement characteristics of both forms of Finding Embedded Figures Test (FEFT). College students (N=302) completed both forms of FEFT or one form of FEFT and Group Embedded Figures Test. Results suggest that FEFT forms provide reasonable reliable and valid data. (Author/NB)