Randomize It: Fair Procedures When Constructing Multiple-Choice Test-Keys
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| Title: | Randomize It: Fair Procedures When Constructing Multiple-Choice Test-Keys |
|---|---|
| Language: | English |
| Authors: | Joseph, Dane Christian |
| Source: | Journal of Effective Teaching in Higher Education. Spr 2019 2(1):80-92. |
| Availability: | Journal of Effective Teaching in Higher Education. Centers for Teaching Excellence and Faculty Leadership, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC 28403. e-mail: jethe@uncw.edu; Web site: https://jethe.org/index.php/jethe |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Test Construction, Multiple Choice Tests, Guessing (Tests), Test Wiseness, Answer Keys, Test Interpretation, Guidelines, Science Tests, Biology, Test Format, Undergraduate Students |
| ISSN: | 2578-7608 |
| Abstract: | Multiple-choice testing is a staple within the U.S. higher education system. From classroom assessments to standardized entrance exams such as the GRE, GMAT, or LSAT, test developers utilize a variety of validated and heuristic driven item-writing guidelines. One such guideline that has been given recent attention is to randomize the position of the correct answer throughout the entire answer key. Doing this theoretically limits the number of correct guesses that test takers can make and thus reduces the amount of construct-irrelevant variance in test score interpretations. This study empirically tested the strategy to randomize the answer-key. Specifically, a factorial ANOVA was conducted to examine differences in General Biology classroom multiple-choice test scores by the interaction of method for varying the correct answer's position and student ability. Although no statistically significant differences were found, the paper argues that the guideline is nevertheless ethically substantiated. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1214927 |
| Database: | ERIC |
| Abstract: | Multiple-choice testing is a staple within the U.S. higher education system. From classroom assessments to standardized entrance exams such as the GRE, GMAT, or LSAT, test developers utilize a variety of validated and heuristic driven item-writing guidelines. One such guideline that has been given recent attention is to randomize the position of the correct answer throughout the entire answer key. Doing this theoretically limits the number of correct guesses that test takers can make and thus reduces the amount of construct-irrelevant variance in test score interpretations. This study empirically tested the strategy to randomize the answer-key. Specifically, a factorial ANOVA was conducted to examine differences in General Biology classroom multiple-choice test scores by the interaction of method for varying the correct answer's position and student ability. Although no statistically significant differences were found, the paper argues that the guideline is nevertheless ethically substantiated. |
|---|---|
| ISSN: | 2578-7608 |
