Multiple choice

Multiple choice or objective response is a form of an objective assessment in which respondents are asked to select only correct answers from the choices offered as a list. The multiple choice format is most frequently used in educational testing, in market research, and in elections, when a person chooses between multiple candidates, parties, or policies. Although E. L. Thorndike developed an early scientific approach to testing students, it was his assistant Benjamin D. Wood who developed the multiple choice test. Multiple choice testing increased in popularity in the mid-20th century when scanners and data-processing machines were developed to check the results. Christopher P Sole created the first multiple-choice-Exam for computers on a Sharp Mz 80 computer in 1982. It was developed to aid in Agriculture Engineering, where Latin plant names were difficult to understand and write, and so it was developed to aid people with dyslexia. The first complete exam was developed at St Edwards School in Romsey, Hants. Multiple choice items consist of a stem and several alternative answers, among which are the correct ('keyed') answer and one or more incorrect ('distractor') answers. The stem is the beginning part of the item that presents the item as a problem to be solved, a question asked of the respondent, or an incomplete statement to be completed, as well as any other relevant information. The options are the possible answers that the examinee can choose from, with the correct answer called the key and the incorrect answers called distractors. Only one answer can be keyed as correct. This contrasts with multiple response items in which more than one answer may be keyed as correct. Usually, a correct answer earns a set number of points toward the total mark, and an incorrect answer earns nothing. However, tests may also award partial credit for unanswered questions or penalize students for incorrect answers, to discourage guessing. For example, the SAT Subject tests remove a quarter point from the test taker's score for an incorrect answer. For advanced items, such as an applied knowledge item, the stem can consist of multiple parts. The stem can include extended or ancillary material such as a vignette, a case study, a graph, a table, or a detailed description which has multiple elements to it. Anything may be included as long as it is necessary to ensure the utmost validity and authenticity to the item. The stem ends with a lead-in question explaining how the respondent must answer. In a medical multiple choice items, a lead-in question may ask 'What is the most likely diagnosis?' or 'What pathogen is the most likely cause?' in reference to a case study that was previously presented. The items of a multiple choice test are often colloquially referred to as 'questions,' but this is a misnomer because many items are not phrased as questions. For example, they can be presented as incomplete statements, analogies, or mathematical equations. Thus, the more general term 'item' is a more appropriate label. Items are stored in an item bank.