There are positive and negative aspects to the use of M-C questions.
Like some list members, I used to view them as an evil necessitated by
large sections. More recently, I've come to realize that the question is
not so simple.
The behavior sampled by a M-C question is trivial -- it's drawing a small
line or circle at an appropriate location.
Its value is based on our inference about the more active responses
necessary to produce the correct answer.
If rote memorization is sufficient, then the question is not measuring
much, and the reinforcement contingencies of the course will probably
result in students' not learning much.
OTOH, if students must succesfully complete some more complex activity in
order to choose the correct answer then a M-C test can be a valid
assessment of nontrivial capabilities.
A good example would be a mathematics test where a student must solve a
maths problem in order to choose the correct answer.
While the response itself is trivial, we can be reasonably confident that
the student did something more significant in order to arrive at the
correct answer.
As has been noted, writing such questions is also a nontrivial task.
* PAUL K. BRANDON [EMAIL PROTECTED] *
* Psychology Dept Minnesota State University, Mankato *
* 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 *
* http://www.mankato.msus.edu/dept/psych/welcome.html *
