Multiple-Choice Testing Using Immediate Feedback—Assessment Technique (IF AT®) Forms: Second-Chance Guessing vs. Second-Chance Learning?

Abstract

Multiple choice testing is a common but often ineffective method for evaluating learning. A newer approach, however, using Immediate Feedback Assessment Technique (IF AT ® , Epstein Educational Enterprise, Inc.) forms, offers several advantages. In particular, a student learns immediately if his or her answer is correct and, in the case of an incorrect answer, has an opportunity to provide a second response and receive partial credit for a correct second attempt. For a multiple choice question with five possible answers, the IF AT ® form covers spaces labeled A through E with a thin opaque film; when the film is scratched away, a star indicates the correct answer. This study was conducted in order to assess learning after an initial incorrect answer. Based on random chance, students should have mathematically a 25% chance of guessing a correct second answer (i.e. 1 of 4 remaining answers on the IF AT ® form). Analysis of second responses for 8775 questions on IF AT ® forms in 22 classes over 3 years showed that the percent of correct second answers was 44.9%, significantly higher than one might expect from random guessing. This indicates that students learned from an incorrect answer and, possibly by re-reading the problem, were able to demonstrate some level of mastery of the material. This data leads us to conclude that IF AT ® forms are useful assessment tools.

Score Increase and Partial-Credit Validity When Administering Multiple-Choice Tests Using an Answer-Until-Correct Format

“…The finding that these scores are ∼3 percentage points lower than the Scantron scores is consistent with the notion that post hoc dichotomization of IF-AT scores overestimates the effects of partial credit on test score. Prior studies report a difference of 8–13 percentage points when scoring IF-AT with a scheme similar or equivalent to ours versus post hoc dichotomized scoring. ,− Our study indicates that the observed increase in polytomous IF-AT scores over dichotomous Scantron scores comprises two components: an increase of ∼9–10% due to partial credit alone, and a decrease of ∼3% due to behavioral changes associated with the test format (“confidence in guessing”, “scratch fever”, feedback anxiety, etc. ).…”

“…Past research on the operation of the IF-AT establishes that with various scoring schemes similar to that used here, the allotment of partial credit increases test scores by approximately 8–13 percentage points. ,− In these studies an estimate of the effects of partial credit is made post hoc by rescoring AUC tests as traditional first-selection dichotomous tests. This measurement therefore neglects any affective behavior changes due to students approaching IF-AT tests differently than they do Scantron tests.…”

The Efficacy of an Online Cognitive Assessment Tool for Enhancing and Improving Student Academic Outcomes

“…Once they realized that the first option was incorrect, they knew that their second option was the right answer, eliminating the need for a hint. Using a different assessment tool, Merrel, Cirillo, Schwartz, and Webb (2015) found similar results, with students continuously getting their second attempt correct. They concluded that students actually learned from their mistakes and were mastering the material.…”

Ali so naloge izbirnega tipa primerno orodje za ocenjevanje znanja?

“…Vzroki za izredno porast uporabe takih tipov nalog so različni. Merrel [1] navaja dostopnost internetnega omrežja in porast števila dijakov ter študentov. Z uporabo spletnih orodij, ki vključujejo naloge izbirnega tipa, lahko preverimo znanje velikega števila dijakov ali študentov.…”