Taking Multiple Choice Exams Studying for a multiple choice exam requires a special method of preparation distinctly different from an essay exam. Multiple choice exams ask a student to recognize a correct answer among a set of options that include 3 or 4 wrong answers (called distracters ), rather than asking the student to produce a correct answer entirely from his/her own mind.

For many reasons, students commonly consider multiple choice exams easier than essay exams. Perhaps the most obvious reasons are that:

The correct answer is guaranteed to be among the possible responses. A student can score points with a lucky guess.

Many multiple choice exams tend to emphasize basic definitions or simple comparisons, rather than asking students to analyze new information or apply theories to new situations.

Because multiple choice exams usually contain many more questions than essay exams, each question has a lower point value and thus offers less risk.

Despite these factors, however, multiple choice exams can actually be very difficult and are in this course. Consider that:

Because multiple choice exams contain many questions, they force students to be familiar with a much broader range of material than essay exams do.

Multiple choice exams also usually expect students to have a greater familiarity with details such as specific dates, names, or vocabulary than most essay exams do. Students cannot easily "bluff" on a multiple choice exam.

Finally, because it is much more difficult for a teacher to write good multiple choice questions than to design essay questions, students often face higher risks due to unintended ambiguity. [This is NOT the case with Vogeler's tests!]

To prepare for a multiple choice exam, consider the following steps:

Begin studying earlyMultiple choice exams tend to focus on details, and you cannot retain many details effectively in short-term memory. If you learn a little bit each day and allow plenty of time for repeated reviews, you will build a much more reliable long-term memory.

Make sure that you identify and understand thoroughly everything that your instructor emphasized in class.Pay particular attention to fundamental terms and concepts that describe important events or features, or that tie related ideas and observations together. These are the items that most commonly appear on multiple choice exams.

As you study your class notes and your assigned readings, make lists and tables.Concentrate on understanding multi-step processes, and on ideas, events, or objects that

form natural sequences or groupings. Look for similarities and differences that might be used to distinguish correct choices from distracters on an exam.

If your textbook highlights new vocabulary or key definitions, be sure that you understand them. Sometimes new words and concepts are collected at the end of a chapter. Check to be sure that you have not left any out by mistake.

Do not simply memorize the book's definitions. Most instructors will rephrase things in their own words as they write exam questions, so you must be sure that you really know what the definitions mean.

Brainstorm possible questions with several other students who are also taking the course. Practice on sample questions, if you have access to a study guide or old exams.

 

Answering Multiple Choice QuestionsThere are many strategies for maximizing your success on multiple choice exams. The best way to improve your chances, of course, is to study carefully before the exam. There is no good substitute for knowing the right answer. Even a well-prepared student can make silly mistakes on a multiple choice exam, however, or can fall prey to distracters that look very similar to the correct answer. 

Here are a few tips to help reduce these perils:

Before you begin taking the exam, enter all pieces of required information on your answer sheet

If you are so eager to start that you forget to enter your name and ID number, your results may never be scored. Remember: your instructor will not be able to identify you by handwriting or similar text clues.

Always cover up the possible responses with a piece of paper or with your hand while you read the stem, or body of the question.

Try to anticipate the correct response before you are distracted by seeing the options that your instructor has provided. Then, uncover the responses.

If you see the response that you anticipated, circle it and then check to be sure that none of the other responses is better.

If you do not see a response that you expected, then consider some of the following strategies to eliminate responses that are probably wrong.

None of these strategies is infallible. A smart instructor will avoid writing questions for which these strategies work, but you can always hope for a lapse of attention.

1. Responses that use absolute words, such as "always" or "never" are less likely to be correct than ones that use conditional words like "usually" or "probably."

2. "Funny" responses are usually wrong. 3. "All of the above" is often a correct response. If you can verify that more than one of the

other responses is probably correct, then choose "all of the above." 4. "None of the above" is usually an incorrect response, but this is less reliable than the "all

of the above" rule. Be very careful not to be trapped by double negatives. 5. Look for grammatical clues. If the stem ends with the indefinite article "an," for example,

then the correct response probably begins with a vowel. 6. The longest response is often the correct one, because the instructor tends to load it with

qualifying adjectives or phrases. 7. Look for verbal associations. A response that repeats key words that are in the stem is

likely to be correct. 8. If all else fails, choose response (b) or (c). Many instructors subconsciously feel that the

correct answer is "hidden" better if it is surrounded by distracters. Response (a) is usually least likely to be the correct one.

If you cannot answer a question within a minute or less, skip it and plan to come back later. Transfer all responses to the answer sheet at the same time, once you have marked all questions on your exam. (If you try to do several things at once, you increase the probability of making a mistake. Saving the relatively mindless job of filling in bubbles until the last step reduces the probability of making silly errors.)

Be sure that you have filled the appropriate bubbles carefully IN PENCIL.

 our instructor will probably never take a close look at your answer sheet, so if you fail to fill in bubbles completely or if you make stray marks, only the computer will notice, and you will be penalized. Erase any accidental marks completely.

Take the time to check your work before you hand in the answer sheet.

Unlike an essay exam, on which you may later appeal a grade on the grounds that the instructor misunderstood your response, a multiple choice exam offers you no opportunity for "partial credit." If you filled the wrong bubble, your answer is 100% wrong.

Source: Center for Teaching Excellence  An example from Geography 111, Human Geography, on how to figure out the correct answer:Question: On a world scale, livestock perform many functions. Identify the least important one.Possible answers: A) draft power  B) milk and meat  C) manure  D) personal status  E) building materialsDetermining the appropriate answer: If you are enrolled in Geography 111, Human Geography, you will have read a chapter about livestock in India which we also discussed in one class period. Answers A), B), and C) are obviously correct. You have reduced the five possible answers to

two: D) or E). Even without knowing the correct answer, you can pick the correct answer. If livestock provide three -- A), B), and C -- important things, then livestock must also give the owners of livestock personal status (D). Now you are left with building materials (E) -- stuff used to construct shelter -- a rather limited use of livestock, given that trees, mud, and stones are far more effective ways of building shelter. The least important use of livestock is, therefore, building materials (E)! Congratulations, you have thought through the correct answer.

An example from Geography 188, Cultural Landscapes, on how to figure out the correct answer:Question: Institutions have geographical manifestations, which include all but one of the following:Possible answers: A) location  B) ecological  C) material structures  D) spatial patterns  E) social hierarchy.Determining the appropriate answer: If you are enrolled in Geography 188, Cultural Landscapes, we discussed this material in class.  Geography is about space and the material content of places. Answers A) and D) are obviously correct. Material structures (C) are buildings, in contrast to non-material structures, such as "the law" or "the family," -- which means then that E) social hierarchy can't be correct. Furthermore, cultural landscapes include buildings and all structures, e.g., walls, fences, billboards, freeways. C) is, then, also correct. Places also include environmental elements of topography, climate, and vegetation. So, B) is also correct. Congratulations, you have thought through the correct answer.

Multiple-Choice TestsSubmitted by fairtest on August 17, 2007 - 2:43pm

fact sheets k-12

A multiple-choice test usually has dozens of questions or "items." For each question, the test- taker is supposed to select the "best" choice among a set of four or five options. (They are sometime called "selected-response tests.") For example:

What causes night and day?

A. The earth spins on its axis.B. The earth moves around the sun.C. Clouds block out the sun's light.D. The earth moves into and out of the sun's shadow.E. The sun goes around the earth.

(Source: P. M. Sadler, "Psychometric Models of Student Conceptions in Science," Journal of Research in Science Teaching (1998. V. 35, N. 3, pp. 265-296).)

The "wanted" answer is "A." The other answer options are called "distractors."

Most standardized tests, including state exams and most commercial achievement tests, are made up primarily of multiple-choice items. A few state tests have a quarter, a half or even more "open-ended" (or "constructed-response") items, usually short answer questions. These ask a student to write and perhaps explain, not just select, an answer. Many short-answer questions are not much more than multiple-choice items without the answer options, and they share many of the limits and problems of multiple-choice items.

Are multiple-choice tests "objective"?

Test-makers often promote multiple-choice tests as "objective." This is because there is no human judgement in the scoring, which usually is done by machine. However, humans decide what questions to ask, how to phrase questions, and what "distractors" to use. All these are subjective decisions that can be biased in ways that unfairly reward or harm some test-takers. Therefore, multiple-choice tests are not really objective.

Any uses of test results involve additional human decisions, including such things as setting a "cut-off" or passing-level score on a test. Some people also claim multiple-choice tests avoid the subjective views of any one teacher, who may be biased or have low expectations. This is true, but there are many ways to address these problems, such as by having independent groups of teachers and others review student essays, projects, portfolios or other more comprehensive forms of assessment.

What can multiple-choice items be used for?

Multiple-choice items are best used for checking whether students have learned facts and routine procedures that have one, clearly correct answer. However, an item may have two reasonable answer options. Therefore, test directions usually ask test takers to select the "best" answer. If, on a reading test, a student selected a somewhat plausible answer, does it mean that she cannot read, or that she does not see things exactly the way the testmaker does?

In some subjects, carefully written multiple-choice items with good distractors can fairly accurately distinguish students who grasp a basic concept from those who do not. Look again at the "night and day" question. Those who don't quite get it often are attracted by answer B. Those who have little or no knowledge usually select C, D or E.

Multiple-choice and critical thinking

It is possible to get multiple-choice items correct without knowing much or doing any real thinking. Because the answers are in front of the student, some people call these tests "multiple- guess." Multiple-choice items can be easier than open-ended questions asking the same thing. This is because it is harder to recall an answer than to recognize it. Test-wise students know that it is sometimes easier to work backwards from the answer options, looking for the one that best fits. It also is possible to choose the "right" answer for the wrong reason or to simply make a lucky guess.

Some people claim that multiple-choice tests can be useful for measuring whether students can analyze material. This item was released by test publishers as an example of how multiple-choice items supposedly measure "thinking" skills:

Was the infantry invasion of Japan a viable alternative to the use of the atomic bomb to end World War II? Is so, why? If not, why not?

A. Yes; transport ships were available in sufficient numbers.B. Yes; island defenses in Japan were minimal.C. No; estimated casualties would have been much greater.*D. No; Japan was on the verge of having an atomic bomb.* Wanted answer.

(From Measuring Thinking in the Classroom, Northwest Regional Educational Laboratory, 1988, Oak Park, IL.)

Claiming there is one right answer to this complex historical issue actually demonstrates how this sort of question short-circuits the thinking process it claims to measure. Since "C" is the explanation given in most high-school texts for using the bomb, choosing the wanted answer would be a matter of recall for many students. For students who did not recall the textbook response, no information is provided to actually analyze the question and come up with the wanted answer. Beyond that, there remains an intense debate among historians about the justification for the use of the atomic bomb. Thus, what is treated as "true" may not be. A

question really asking for critical thinking would have students weigh evidence and defend a position.

Most researchers agree that multiple-choice items are poor tools for measuring the ability to synthesize and evaluate information or apply knowledge to complex problems. In math, for example, they can measure knowledge of basic facts and the ability to apply standard procedures and rules. Carefully written multiple-choice questions also can measure somewhat more complex mathematical knowledge such as integrating information or deciding which mathematical procedures to use to solve problems. However, as students move toward solving non-routine problems, analyzing, interpreting, and making mathematical arguments, multiple-choice questions are not useful.

In sum, multiple-choice items are an inexpensive and efficient way to check on factual ("declarative") knowledge and routine procedures. However, they are not useful for assessing critical or higher order thinking in a subject, the ability to write, or the ability to apply knowledge or solve problems.

Informing instruction

Even with carefully written distractors, as in the "night and day" example, it is often hard to know why a student got a question wrong or right. But unless a teacher has that information, the test result is not useful for improving instruction for the individual.

A standardized multiple-choice test may point to some broad areas that need improvement. For example, a test may show that students in a school or district need to improve on double-digit multiplication. However, the tests do not provide information that will help teachers do a better job of teaching double-digit multiplication because they do not show why the class generally did not do well.

If students were asked to explain how they got their answers, then their teachers would have a lot more information. This information is vital for teachers to make instruction more effective. For example, students who did not know why "the earth spins on its axis" is the correct answer to "night and day" but happened to guess the correct answer would be unable to explain why. Their mistaken views would be visible to the teacher, who could then address the misunderstanding and clarify the concept.

Dangers of relying on multiple-choice tests.

Relying on multiple-choice tests as a primary method of assessment is educationally dangerous for many reasons:

1) Because of cultural assumptions and biases, the tests may be inaccurate. (Of course, other kinds of assessments also can be biased.) Assuming the test is accurate because of its supposedly "objective" format may lead to making bad decisions about how best to teach a student.

2) Students may recognize or know facts or procedures well enough to score high on the test, but not be able to think about the subject or apply knowledge, even though being able to think and apply is essential to "knowing" any subject. Therefore, the conclusion or inference that a student "knows" history or science because she got a high score on a multiple-choice test may be false.

3) What is easily measurable may not be as important as what is not measurable or is more difficult to measure. A major danger with high stakes multiple-choice and short-answer tests -- tests that have a major impact on curriculum and instruction -- is that only things that are easily measured are taught.

4) Since the questions usually must be answered quickly and have only one correct answer, students learn that problems for which a single answer cannot be chosen quickly are not important.

5) When schools view multiple-choice tests as important, they often narrow their curriculum to cover only what is on the exams. For example, to prepare for multiple-choice tests, curriculum may focus on memorizing definitions and recognizing (naming) concepts. This will not lead students to understand important scientific principles, grasp how science is done, and think about how science affects their lives.

6) When narrow tests define important learning, instruction often gets reduced to "drill and kill" - - lots of practice on questions that look just like the test. In this case, students often get no chance to read real books, to ask their own questions, to have discussions, to challenge texts, to conduct experiments, to write extended papers, to explore new ideas -- that is, to think about and really learn a subject.

Should multiple-choice tests be used at all?

The decision to use multiple-choice tests or include multiple-choice items in a test should be based on what the purpose of the test is and the uses that will be made of its results. If the purpose is only to check on factual and procedural knowledge, if the test will not have a major effect on overall curriculum and instruction, and if conclusions about what students know in a subject will not be reduced to what the test measures, then a multiple-choice test might be somewhat helpful -- provided it is unbiased, well written, and related to the curriculum. If they substantially control curriculum or instruction, or are the basis of major conclusions that are reported to the public (e.g., how well students read or know math), or are used to make important decisions about students, then multiple-choice tests are quite dangerous.

Students should learn to think and apply knowledge. Facts and procedures are necessary for thinking, but schools should not be driven by multiple-choice testing into minimizing or eliminating thinking and problem-solving. Therefore, classroom assessments and standardized tests should not rely more than a small amount on multiple-choice or short-answer items. Instead, other well-designed forms of assessment should be implemented and their used properly. Most importantly, all teachers need to be capable of high quality assessment to help their students learn (see Implementing Performance Assessment from FairTes

The 3 Major Problems with Multiple Choice TestsDecember 2, 2012 By Phil Leave a Comment

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If you’ve ever taken a multiple choice, fill-in-the-bubbles test, then you know that you MUST use a #2 pencil to fill in your answers. If you’ve never taken such a test, congratulations: you probably live on one of those miniscule islands in the Caribbean that’s so small that if you accidentally have too much for dinner, the whole island sinks. You’ve never had to go through the mentally scarring experience of such a test. Plus, you probably have a nice tan.

My guess is that most of you have dealt with a multiple choice test, or MC test. Contrary to popular belief, MC test doesn’t stand for multiple choice test, but rather, Malicious Cruel test.

This acronym has nothing to do with the content of the test itself. You could be tested on the names of common household appliances, such as “toaster,” “sink,” and “plutonium centrifuge,” and still miss over half of the questions purely due to the format of the test.

The #2 Pencil

Let’s think about this for a second. You are handed a blank answer form. Then, you shade in certain bubbles on the answer form. How dumb does a scanning machine have to be to be unable to tell the difference between a blank form and a filled in form? Why is it that the machine only detects a #2 pencil?

Humans certainly can’t tell the difference between a #2 pencil and a #1.5 pencil. Who thought this was an important thing to incorporate into these machines?

Plus, when it comes down to it, nobody knows what #2 stands for. I’d guess that it probably indicates that these pencils were made for the 2nd best scanning machines. The best scanning machines could handle pencils, pens, and crayons, but we use the 2nd best machines, and thus, the #2.

Sensitive Machines

Even if you have a #2 pencil, that’s not always enough. If you can’t shade in the bubble itself to the specifications of a temperamental machine, then you will still get the wrong answer. This means you cannot mark your answers lightly, incompletely, with a scribble, with a bull’s-eye design, with imperfect uniformity, halfheartedly, unenthusiastically, or even apathetically. If you are not fully enthused when marking in your answers darkly, then you are certain to fail the test.

Erased Answers

The other problem with the bubbles is erased marks. Again, we can see that the machines are stupider than the humans*. On a written math test, if you wrote “x=4,” then erased the 4 so that you could only faintly make it out, and then wrote a much darker “5” in that same space, your teacher would assume that you meant “x=5.”

*I will probably be killed by a robot in 2040 for that statement.

For scantron machines, however, this simply blows their minds. If you present it with a very light, erased bubble, and a very dark bubble, the machine assumes that you think there were two correct answers. Thus, you get the question wrong.

Thankfully, the failure to recognize erased marks is only a recent development. Otherwise, well, just imagine the historical implications. “The Supreme Court ruled today, after carefully examining the constitution under a magnifying glass, that due to some obscure erased marks, citizens only have a right to ‘bare’ arms, that is, to wear tank tops or other sleeveless garments.”

With all of these problems, one would think that teens would have revolted against MC tests by now. Even with all of these issues, however, that line of thinking is incorrect: teens would never, ever do anything to get rid of MC tests.

Why? Because even though you have to bubble in your answers using more care than a brain surgeon, multiple-choice tests allow for guessing. On a history test, you may have no idea when Franklin Pierce was president. On a writing test, you might take a hilariously bad guess, such as “from 1414-1418.” But on a multiple-choice test, you automatically have a 1 in 4 (or 5) chance of getting the answer correct! Heck, you could mark “D” every time, and have a solid shot at getting a D!

So, even with all of their shortcomings, we should all be thankful for Malicious Cruel tests. I mean, at least our education system, which invented these tests, doesn’t have any actual influence over the future of our country, right?

As the impending doom of the so-called “fiscal cliff” approaches, you might be worried that our government is failing to do its duties. One possible solution would be to simply replace every official with a teacher, an idea explored in “If Teachers Ran the US Federal Government…“, a post published this time last year.

- See more at: http://www.highschoolhumorblog.com/3-major-problems-multiple-choice-tests.html#sthash.2Z5IUEKZ.dpuf