ChatGPT has surged interest to cause people to look for its use in different tasks. However, before allowing it to replace humans, its capabilities should be investigated. As ChatGPT has potential for use in testing and assessment, this study aims to investigate the questions generated by ChatGPT by comparing them to those written by a course…

In 2016, the Office of the Higher Education Commission issued a directive requiring all higher education institutions in Thailand to have their students take a standardized English proficiency test. According to the directive, the test's results had to align with the Common European Framework of Reference for Languages (CEFR). In response to this…

An observational study has been carried out to analyse differences in performance between students of different undergraduate curricula in the same written business administration examination, focusing particularly on possible effects of "integrated" or "multi-modular" examinations, a recently widespread format in Italian…

Students often gauge their performance before and after an exam, usually in the form of rough grade estimates or general feelings. Are these estimates accurate? Should they form the basis for decisions about study time, test-taking strategies, revisions, subject mastery, or even general competence? In two studies, undergraduates took a real…

A technique is described for reducing the incidence of cheating on multiple choice exams. One form of the test is used and each item is assigned multiple numbers. Depending upon the instructions given to the class, some students will use the first of each pair of numbers to determine where to place their responses on a separate answer sheet, while…

Discusses answer justification, a technique that allows students to convert multiple-choice items perceived to be "tricky" into short-answer essay questions. Convincing justifications earn students credit for missed items. The procedure is reported to be easy to administer and very popular among students. (Author/GEA)

Two experiments investigated the amount and loci of multiple-choice examination answer copying as related to the spacing of students and the use of alternate test forms. (RC)

A comparison of instructor evaluation of videotaped microteaching performance and student achievement on a multiple choice test showed no correlation between the two forms of assessment. (JY)

Marks made by students on test item booklets were analyzed as a clue to better understanding of the metacognitive strategies employed during the completion of a 100-question multiple-choice final examination. Test item booklets of 56 undergraduates were scrutinized for the frequency of the following item markings; (1) no markings at all; (2)…

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)

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,…

Investigated the instructional effects of externally controlled pacing of multiple choice questions on the achievement of students when tested by means of projected slides. (Author)

Reviews techniques to consider when writing multiple-choice objective test items. (SL)

Test performances of sophomore medical students on a pretest and final exam (under guessing and no-guessing instructions) were compared. Discouraging random guessing produced test information with improved test reliability and less distortion of item difficulty. More able examinees were less compliant than less able examinees. (Author/RH)