Multiple Choice Question Tests for Entrance Examinations - A Probabilistic Approach

Klůfa, Jindřich; Kaspříková, Nikola

doi:10.7160/eriesj.2012.050402

Cited by 6 publications

(7 citation statements)

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“…Equally, the different level of students' knowledge is not considered by these tests (Klůfa, 2016). Compared to Klůfa and Kaspříková (2012), the results of previous tests are not taken into account by the proposed method, and the structure of the test is not modelled using estimated probability distributions. Similarly, the possibility of more sensitive control of the difficulty of individual tasks is limited.…”

Section: Discussionmentioning

confidence: 99%

“…Contributions dealing with this problem use various approaches to solve it. For example Klůfa and Kaspříková (2012) reflect the results of statistical analysis using probability for evaluation of appropriateness of test variants. Foltýnek (2009) applied another approach that enables to compare test variants results according to different difficulty level using scoring process and correctness coefficients.…”

Section: Related Workmentioning

confidence: 99%

“…The key issue of comparability of tests in terms of difficulty has been addressed in other publications. Authors Klůfa and Kaspříková (2012) use probability approach to solve the problem by binomial distribution and to answer the questions concerning the number of correct answers or the probability that the number of correct answers exceeds a given number. Similarly, Klůfa (2016) analyses the point number differences in the mathematics test among several variants of entrance examination test according to difficulty of variants.…”

Section: Introductionmentioning

confidence: 99%

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On the Problem of Generating a Large Number of Comparable Test Variants

Gangur

Plevný

2018

ERIES Journal

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The paper presents a possible way of solving the problem of creating more test variants for a large number of students divided into groups. The proposed solution may consist in introducing a parameterized automatic test generator. The principle of an automatic parameterized test generator is shown. The process of the question tree construction according to the increasing numbers of question in the banks of the particular subjects leads to a combinatorial explosion. This often results in excessive time of generation of the different variants of tests. To solve this problem, a heuristic method based on a preprocessing stage that precedes the construction of the searching tree is proposed. Further, the results of the experiments comparing the time of the test generation and the congruence of the test variants generated by the algorithm either using or non-using this heuristics are presented. According to these results the use of the generator with the proposed heuristics provides a considerably shorter time of generation, and the congruence of the generated test variants is even better in most cases.

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Section: Discussionmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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On the Problem of Generating a Large Number of Comparable Test Variants

Gangur

Plevný

2018

ERIES Journal

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“…The multiple choice question tests for entrance examinations at University of Economics in Prague from probability point of view are analysed in Klůfa and Kaspříková (2012). Disadvantages of such type of test is that a student can obtain certain number of points in the test purely by guessing the correct answers.…”

Section: Discussionmentioning

confidence: 99%

Comparison of the Ways of Acceptance Students at University

Klůfa

2015

ERIES Journal

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“…However, there are several advantages and disadvantages associated with using multiple-choice tests. According to Klufa (2014) one of the benefits of this kind of test is that the results can be reviewed very quickly, even for many students. This is one of the advantages of this sort of test.…”

Section: Review Of the Literaturementioning

confidence: 99%

The Validity of Multiple Choice and Essay Composition Proficiency Assessment for English Language Learners

Terence

2022

gjelt

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Students take assessment methods designed to examine their command of the English language in all four skill domains – reading, writing, speaking, and listening, as outlined by individual states. There has been much debate on whether multiple choice questions or essay compositions are valid in assessing students' English language proficiency. This paper aims to determine whether multiple-choice tests or written compositions are more reliable in gauging students' English competence. The author underlines that multiple choice tests could be successfully employed to test grammar, listening or reading skills. This research incorporated a qualitative methodology by utilizing deductive content analysis. The results of this study demonstrate that using multiple-choice questions is valid because they help students develop abilities for independent learning and raise their level of English proficiency. The deductive approach began with developing a theory that multiple choice questions are the most valid method of assessing a learner's proficiency in the English language. The author then found relevant and credible articles that address the research question. A hypothesis was then developed that teachers who use multiple choice questions can assess learners' English language proficiency compared to those who use compositions. Conclusions about the validity of the multiple choice questions are drawn and future research directions are also proposed.

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Multiple Choice Question Tests for Entrance Examinations - A Probabilistic Approach

Cited by 6 publications

References 5 publications

On the Problem of Generating a Large Number of Comparable Test Variants

On the Problem of Generating a Large Number of Comparable Test Variants

Comparison of the Ways of Acceptance Students at University

The Validity of Multiple Choice and Essay Composition Proficiency Assessment for English Language Learners

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