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Nonrestricted multiple‐choice examination items
Author(s) -
Kolstad R,
Goaz P,
Kolstad R
Publication year - 1982
Publication title -
journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.53
H-Index - 68
eISSN - 1930-7837
pISSN - 0022-0337
DOI - 10.1002/j.0022-0337.1982.46.8.tb01573.x
Subject(s) - multiple choice , computer science , reliability (semiconductor) , variable (mathematics) , value (mathematics) , contrast (vision) , educational measurement , artificial intelligence , psychology , machine learning , statistics , mathematics , significant difference , mathematical analysis , pedagogy , power (physics) , physics , quantum mechanics , curriculum
Multiple‐choice items are frequently used in objective examinations. The format chosen should conform to the nature of the instruction. Knowledge about cumulative information, such as lists of attributes, can be tested efficiently by means of multiple‐choice items that include a variable number of correct answers. In contrast to conventional, single‐answer questions, nonrestricted multiple‐choice items are capable of including more facts and fewer incorrect responses. In addition, the nonrestricted format is not burdened with the repetitious pattern of one correct answer coupled with several incorrect responses, a cue that may promote successful guessing. Item analyses can be performed on examinations that include both conventional and nonrestricted items. The reliability of one examination constructed totally with nonrestricted items was analyzed by means of the Kuder‐Richardson Formula No. 20. The value 0.72 proved this examination to be both discriminating and consistent.