Multiple‐choice examinations: adopting an evidence‐based approach to exam technique

Abstract

SummaryNegatively marked multiple-choice questions (MCQs) are part of the assessment process in both the Primary and Final examinations for the fellowship of the Royal College of Anaesthetists. It is said that candidates who guess will lose marks in the MCQ paper. We studied candidates attending a pre-examination revision course and have shown that an evaluation of examination technique is an important part of an individual's preparation. All candidates benefited substantially from backing their educated guesses while only 3 out of 27 lost marks from backing their wild guesses. Failure to appreciate the relationship between knowledge and technique may significantly affect a candidate's performance in the examination.

Does correction for guessing reduce students’ performance on multiple‐choice examinations? Yes? No? Sometimes?

“…The results of the present study support the advice given by Hammond et al (1998) that students should guess if they have partial knowledge.…”

“…(Budescu & Bar-Hillel, 1993;Hammond et al, 1998), the results of this study suggest that this strategy may be detrimental for students' performance.…”

“…One explanation for this may be that students are more confident in their guesses when the MC examination is open-book because their notes and textbooks provide some partial knowledge and in this situation it is best to guess (Budescu & Bar-Hillel, 1993;Hammond et al, 1998).…”

“…Traditionally, in study guides, students have been told 'not to guess' when correction for guessing is implemented (e.g., Collins & Kneale, 2004;Freeman & Stone, 2006). However, Hammond et al (1998) conclude that this advice does not facilitate students' performance and that students should be advised to guess if they have limited knowledge (e.g., if students know that two of four options may be correct) because such a strategy is rewarded through better performance. Further, Budescu and Bar-Hillel (1993) conclude, through theoretical modelling, that students should be encouraged to guess as this will serve to increase their scores.…”

Computer-based MCQ Assessment for Students in Dental Medicine–Advantages and Drawbacks

“…Using the Kolmogorov-Smirnov normality test, we found that the marks' distribution at MCQ tests followed the normal law, which signifies that the computerized evaluation was objective, while the marks distribution at oral assessment did not fulfill this property, which means a certain degree of subjectivism in examiner's notation, revealed also in previous studies. Thus the following advantages of the MCQ assessment type were revealed, namely the increased objectivity, ease of filling and the speed of obtaining the results, which explains the students' preference, fact that was also noted by Hammond, McIndoe, Sansome, andSpargo (1998) andBrady (2005). Higgins and Tatham (2003) and Ventouras et al (2010) point out the advantages of MCQ test and especially the disadvantages, citing the risk of dumbing down.…”