Multiple‐choice and true/false tests: myths and misapprehensions

Burton, R. F. (2005) Multiple‐choice and true/false tests: myths and misapprehensions. Assessment and Evaluation in Higher Education, 30(1), pp. 65-72. (doi: 10.1080/0260293042003243904)

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Examiners seeking guidance on multiple‐choice and true/false tests are likely to encounter various faulty or questionable ideas. Twelve of these are discussed in detail, having to do mainly with the effects on test reliability of test length, guessing and scoring method (i.e. number‐right scoring or negative marking). Some misunderstandings could be based on evidence from tests that were badly written or administered, while others may have arisen through the misinterpretation of reliability coefficients. The usefulness of item response theory in the analysis of academic test items is briefly dismissed.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Burton, Dr Richard
Authors: Burton, R. F.
College/School:College of Medical Veterinary and Life Sciences > School of Life Sciences
Journal Name:Assessment and Evaluation in Higher Education
Publisher:Taylor & Francis
ISSN (Online):1469-297X

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