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Related Experiment Videos

The incorrect response in multiple-choice examinations

J H Koeslag, C W Melzer

    South African Medical Journal = Suid-Afrikaanse Tydskrif Vir Geneeskunde
    |October 10, 1981
    PubMed
    Summary
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    Incorrect responses in multiple-choice questions (MCQ) and true-false (T-F) tests stem from ignorance, partial knowledge, or anti-knowledge. Anti-knowledge, a belief in incorrect answers, significantly lowers scores below random guessing.

    Area of Science:

    • Educational Assessment
    • Psychometrics

    Background:

    • Multiple-choice questions (MCQ) and true-false (T-F) tests are common assessment tools.
    • Incorrect responses can arise from various cognitive factors beyond simple lack of knowledge.

    Purpose of the Study:

    • To identify and define the causes of incorrect responses in MCQs and T-F tests.
    • To analyze the impact of 'anti-knowledge' on test scores.
    • To propose solutions for improving the validity of MCQ examinations.

    Main Methods:

    • Conceptual analysis of response errors in objective tests.
    • Definition and categorization of incorrect response types: ignorance, partial knowledge, and anti-knowledge.
    • Evaluation of scoring system limitations in MCQs.

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    Main Results:

    • Three primary causes for incorrect responses were identified: ignorance, partial knowledge, and anti-knowledge.
    • Anti-knowledge, defined as confidently selecting an incorrect answer, leads to scores lower than random guessing.
    • MCQ scoring systems cannot rectify the score reduction caused by anti-knowledge.

    Conclusions:

    • Anti-knowledge represents a significant flaw in MCQ design and scoring.
    • Questions susceptible to anti-knowledge must be removed from examinations.
    • Assessment design should ensure partial knowledge is always scored at or above random guessing levels.