Abstract
The goal of this paper is to propose a new method to generate multiple-choice items that can make creating quality assessments faster and more efficient, solving a practical issue that many instructors face. There are currently no systematic, efficient methods available to generate quality distractors (plausible but incorrect options), which are necessary for multiple-choice assessments that accurately assess students’ knowledge. We propose two methods to use technology to generate quality multiple-choice assessments: (1) manipulating the mathematical problem to emulate common student misconceptions or errors and (2) disguising options to protect the integrity of multiple-choice tests. By linking options to common student misconceptions and errors, instructors can use assessments as personalized diagnostic tools that can target and modify underlying misconceptions. Moreover, using technology to generate these quality distractors would allow for assessments to be developed efficiently, in terms of both time and resources. The method to disguise the options generated would have the added benefit of preventing students from working backwards from options to solution and thus would protect the integrity of the assessment.
Highlights
IntroductionThere are two common types of assessment: summative and formative
Assessment is a critical component of every course
Without a systematic method to develop these distractors efficiently, creating a single assessment can be a timely endeavor. It is well-known that distractors play a fundamental role in multiple-choice tests for any topic (Haladyna & Rodriguez, 2013)
Summary
There are two common types of assessment: summative and formative. Summative assessments strive to record student achievement while formative assessments strive to gather evidence of student learning in order to modify instruction (Cauley & McMillan, 2010). The primary role of formative assessment is diagnostic – to inform the instructor what each student knows or does not know over some area of content. While there are numerous ways to assess students' knowledge, multiple-choice tests are the most widely used assessments in K-16 as they can be the most efficient to administer while simultaneously being quick and objective to grade (Rodriguez, 2011; Haladyna & Rodriguez, 2013). We use a typical College Algebra item to contextualize multiple-choice item terminology in mathematics
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
