Justifying the selection of answers in multiple choice items

Pinchas Tamir

70 citations0/0 files storedInternational Journal of Science Education

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Science Education and Pedagogy Student Assessment and Feedback Educational Assessment and Pedagogy

Abstract

Although multiple choice tests, as commonly used, can be rightly criticized, their structure, when wisely used, makes them an excellent diagnostic tool for identifying students’ conceptions, including misconceptions. This paper offers a number of useful guidelines regarding the analysis of multiple choice items. A special reference is made to the use of the justifications that students provide for their choices. Examples of the procedures, which may be used in analysing justifications and the kinds of diagnostic information that may be obtained, are provided.

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References

2015Educational measurement.1988Development and use of diagnostic tests to evaluate students’ misconceptions in science 1963Biology teachers' handbook 1989Some issues related to the use of justifications to multiple-choice answers

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1997Misconceptions and Conceptual Changes concerning Continental Drift and Plate Tectonics among Portuguese Students Aged 16‐17 2000Research and the Development of Educational Assessment 1995The POE in the primary school: An evaluation 1998Assessment and Evaluation in Science Education: Opportunities to Learn and Outcomes

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