This paper presents the development of scoring functions for use in conjunction with standard multiple-choice items. In addition to the usual indication of the correct alternative, the examinee is to indicate his personal probability of the correctness of his response. Both linear and quadratic polynomial scoring functions are examined for…

Each physics problem used in evaluating the effectiveness of Randomized Multiple Choice (RMC) tests was stated in the conventional manner and was followed by several multiple choice items corresponding to the steps in a written solution but presented in random order. Students were instructed to prepare a written answer and to use it to answer the…

The development of an index reflecting the probability that the observed correspondence between multiple choice test responses of two examinees was due to chance in the absence of copying was previously reported. The present paper reports the implementation of a statistic requiring less restrictive underlying assumptions but more computation time…

Results suggest that different groups of judges do set similar examination standards when using the same procedure, and that the average of individual judgments does not differ significantly from group consensus judgments. Significant differences were found, however, between the standards set by the two procedures employed. (RC)

A computer/tape recorder interface was designed, which permits automatic oral adminstration of "true-false" or "multiple-choice" type tests. This paper describes the hardware and control program software, which were developed to implement the method on a DEC PDP 11 computer. (Author/JKS)

A multiple-answer multiple-choice test is one which offers several alternate choices for each stem and any number of those choices may be considered to be correct. In this article, a class of scoring procedures called the binary class is discussed. (Author/JKS)

Ways of improving the present procedure for administering this test were determined in an experiment in which this procedure was compared with three others. (KM)

The effects of option familiarity, length, and technicality on guessing or multiple choice items were investigated in two experiments. Generally, these college undergraduates tended to favor familiar, non-technical, and longer options when guessing on multiple choice tests. (JKS)

This article is intended for educators who desire an efficient and automated way to produce many different tests covering the same subject matter. It describes a unique computer program that permits the generation of tests and practice materials by computer. (Author)

Two multiple-choice scoring schemes--a partial credit scheme and a dichotomous approach--were compared analyzing means, variances, and reliabilities on alternate measures and student reactions. Students preferred the partial-credit approach, which is recommended if rewarding for partial knowledge is an important concern. (Editor/JT)

Multiple-choice examination answer copying was indexed by a comparison of the numbers of items answered incorrectly, and in the same way, as adjacent and distant classmates. Significant copying occurred in an experiment where test performance contributed to course grade, but it did not occur when the test did not affect the grade. (Editor/LBH)

Describes the Advanced Placement U.S. history program which allows students to earn college credit by taking a standardized test while still in high school. Reviews procedures for selection of multiple choice questions on this test from 1960-1984. States that multiple choice type questions on this test have changed since 1960, but not…

The Suinn-Lew Asian Self Identity Acculturation Scale (SL-ASIA) is modeled after a successful scale for Hispanics. Initial reliability and validity data are reported for two samples of Asian subjects from two states. (Author/BS)

Responding to Rosalind Levacic's Winter 1987 "Economics" article, McFarlane agrees that changes are necessary in the "A" (advanced) level syllabus. Disagreeing with other assertions, he disputes Levacic's denigration of multiple-choice questions, stating that, when properly constructed, they can test student awareness of…

Use of latent class models to examine strategies that examinees (92 college students) use for a specific task is illustrated, via a multiple-choice test of spatial ability. Under an answer-until-correct scoring procedure, models representing an improvement over simplistic random guessing are proposed. (SLD)