Includes a sample of a classical studies examination given at the British Universities of Manchester, Liverpool, Leeds, Sheffield, and Birmingham, and a criticism and defense of the examination. (DS)

Within the limitations of the present study, evidence is presented that the use of three-choice items improves the power and discrimination of tests. (PR)

The purpose of this paper was to provide an empirical test of the hypothesis that elimination scores are more reliable and valid than classical corrected-for-guessing scores or weighted-choice scores. The evidence presented supports the hypothesized superiority of elimination scoring. (Author)

Grade A undergraduate psychology students used different test-taking strategies on a multiple-choice exam than did C or F students. In general, the strategies of the best students were characterized by a more thorough consideration of the alternative answers for each question. (RM)

Reanalyzes data provided by Swanson (1976) and Straton and Catts (1980) to test claims of superiority for the three-alternative multiple-choice item test and to present possible oversights made by these researchers. Results suggest it is doubtful that three-alternative test items are better than four-alternative items. (PAS)

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)