Multiple Choice Testing
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Introduction
Multiple choice questions (MCQs) are very common in assessment, as they can test a wide variety of knowledge areas, can be easily administered, and can be easily marked by computer.
Styles of MCQ
One of the most common formats for MCQ is the 'best answer', where the learner chooses ONE from 4-5 options.
Key-feature testing offer critical decisions in the context of clinical cases.
Extended matching items, which have multiple questions referencing the same answers, avoid cueing (described below).
Writing MCQs
Questions can be context rich, with descriptions of patients and their background - or context poor, testing basic knowledge.
Writing effective MCQs is difficult, and many types of topics, eg ethics - are not easily tested.
Ideally, the context provided in the question does not lead to the answer. This phenomenon is call cueing.
A number of organizations have published recommendations for writing MCQs:
Computerized Testing using MCQs
Computerized testing, if available, makes tremendous sense in regards to ease of administration and scoring. A German program has also demonstrated increased acceptance of computerized testing, as compared to paper testing, in formative assessment. This effect appeared to be mediated by the immediate availability of feedback (Karay et al, 2012).
Taking Multiple Choice Questions
Anticipate common conditions and presentations. An uncommon presentation of a common condtion will be less likely than.
always and never: avoid these answers
Resources and References
Karay Y, Schauber SK, Stosch C, Schuettpelz-Brauns K. 2012. Can computer-based assessment enhance the acceptance of formative multiple choice exams? A utility analysis. Med Teach. 34(4):292-6
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