Multiple Choice Exam Essay Example | Topics and Well Written Essays - 1500 words

Multiple Choice Exam - Essay Example1998 Haines 2004 McDonald 2007). Throughout this essay, we will delineate the advantages and disadvantages of specialized mental testing types and psyches, and eventually, we will arrive at multiple resource examinations and contemplate why these exams are optimal for an assessment of noesis and ability.The types of exams which can be employed to assess students are considerable essay, short respond, practical, seen question, realise vs. in-class, open-book, or oral examination are just a few (McDonald 2001). Each approach is tended to(p) by specific advantages and disadvantages which make them appropriate for particular situations. Essay exams, for example, assess not only the students knowledge of a particular area, but also their ability to coherently formulate a written dress that is clear and direct, and it has the advantage that partial credit can be assigned based on the flavor of the answer extendd (McDonald 2001 (McDonald 200 7). However, disadvantages include that scoring of essay exams can often be obfuscated by subjectivity in determining what qualifies as a correct answer and how many points may be subsequently awarded. Students with unworthy writing skills, who are as knowledgeable as their peers, may be penalized more severely in their responses due to grammatical and syntactical deficiencies in their writing which are unrelated to their knowledge of the particular question (McDonald 2001 (Haines 2004). As such, it is especially important to consider these advantages and disadvantages when selecting the type of exam which will be utilized. In the ancient few decades, in part because of technological advances that have made grading less demanding, multiple choice exams have come into favor in a wide range of academic and non-academic jelltings (Merritt 2006). We will consider the advantages and disadvantages of multiple choice exams and how they may be employed in later sections.TYPES OF EXAM QU ESTIONSWhile the wide-variety of exam types might suggest there is an even greater amount of questions, this actually proves not to be the case. In fact, exam questions can be distilled d witness into two disparate types open-ended and closed-ended. Open-ended exam questions provide a question or statement and demand the test-taker to answer the question by drawing upon their own knowledge (Genesee & Upshur 1996). Open-ended questions require an ability to identify what the question is asking and develop an articulate answer that satisfies all the requirements of that question (Genesee & Upshur 1996). Essay, short answer, and fill-in-the-blank type questions are all examples of open-ended questions. Problems with these types of questions can be subjectivity and lengthiness in the grading process. However, they are advantageous in that they require a nuanced ability to nominate a coherent and appropriate answer from ones own knowledge (McDonald 2001).Closed-ended questions, unlike o pen-ended questions, do not require the test-taker to extract the answer solely from previous knowledge rather, closed-ended questions provide a pre-existing set of potential answers in addition to the question being asked (Genesee & Upshur 1996). Since all students select from a set of preordained answers, the tests are ostensibly more objective