Assessment Issues for MOOCs and Large Scale Examinations and Robust, Objective Testing with Reverse Multiple-choice

For the examinations taken by very large numbers of students, such as the SAT or the ACT, multiple-choice form of questions has traditionally been used. These tests are machine-gradable, uniform, scalable, low-cost, and allow for testing of greater segment of the subject matter and eliminate grader&...

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Bibliographic Details
Published inProceedings of the International Conference on e-Learning, e-Business, Enterprise Information Systems, and e-Government (EEE) p. 137
Main Authors Anand, Indu M, Djoudi, Lamia Atma
Format Conference Proceeding
LanguageEnglish
Published Athens The Steering Committee of The World Congress in Computer Science, Computer Engineering and Applied Computing (WorldComp) 01.01.2015
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Summary:For the examinations taken by very large numbers of students, such as the SAT or the ACT, multiple-choice form of questions has traditionally been used. These tests are machine-gradable, uniform, scalable, low-cost, and allow for testing of greater segment of the subject matter and eliminate grader's bias. But the format lacks incisive and probative information for instructors/examiners or reliable feedback for students. Massive Open Online Courses (MOOC) have fueled renewed quest for assessment alternatives, which are discussed. The current approaches leave ample room for improvement, however, especially when students' achievement has to be measured for college credit or certification. The reverse multiple-choice method can provide computerized testing and an elegant answer to assessment concerns for MOOCs, that may be combined with the other approaches and peer grading.