On MC tests I always allow the students to choose not to answer and to write 
their understanding of the issue and/or the question for partial or even full 
credit. Although only a few take that option on a few items, they definitely 
like having it available. I often give full credit for their written answer, 
although sometimes they pick the right answer (they often choose one anyways 
even though the instructions are to leave it blank), and then write reasons for 
the answer that show a complete misunderstanding of the material. I give them 
full credit in that situation because they would get credit for lucky shear 
guessing on the usual multiple choice items. I wouldn't want to penalize them 
for explaining themselves incorrectly (but I do want to).

You can't grade these tests with a scantron, though. I regularly use MC tests 
among other modes of evaluation even though there might be evidence that they 
are not a good incentive to proper studying. Students have to develop skills 
with these tests if we want them to do well on GRE's, MCAT's, LSAT's, and 
professional licensing tests looming in their future.

Bill Scott


>>> "Shearon, Tim" <[EMAIL PROTECTED]> 03/15/08 2:28 PM >>>

"I out-thought myself"
Annette-
That's the fundamental mistake for taking multiple choice tests! :) (Another 
way to say, we've all done that!) I agree with you that the item isn't great. 
But it is one of those kinds of items that I use a few of with the additional 
instruction, "Pick the best answer and below the question explain why it is 
best." Students hate it the first time but actually grow to like it 
(generally!) and several have said it helps them perform better on MC tests. 
Tim
_______________________________
Timothy O. Shearon, PhD
Professor and Chair Department of Psychology
The College of Idaho
Caldwell, ID 83605
email: [EMAIL PROTECTED]

teaching: intro to neuropsychology; psychopharmacology; general; history and 
systems

"You can't teach an old dogma new tricks." Dorothy Parker



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