Analys av flervalsuppgifter som examinationsform

Abstract

In higher education, multiple choice tests are becoming increasingly used. This poses a problem when applying the same marking scheme as for ordinary questions, as guessing becomes profitable. I examine the effect of guessing in multiple choice tests and compare different marking algorithms. Different algorithms are compared using a 100-item standard test, where the true knowledge levels are added to the result of guessing on other items. The result show that guessing increases the probability for a higher grade using a dichotomous algorithm.