Multiple-Choice Item Distractor Development Using Topic Modeling Approaches

Evaluation of Five Guidelines for Option Development in Multiple-choice Item-writing Evaluation of Five Guidelines for Option Development in Multiple-choice Item-writing Evaluation of Five Guidelines for Option Development in Multiple-choice Item-writing

Non-profit academic project, developed under the open access initiative Multiple-choice items are used extensively in classroom achievement tests. This explains the importance attributed to understanding how to write these items correctly. Multiple-choice test items may be presented in a question or completion format, with negative, positive, simple or complex sentences, with language that is m...

Multiple Choice Question Corpus Analysis for Distractor Characterization

In this paper, we present a study of MCQ aiming to define criteria in order to automatically select distractors. We are aiming to show that distractor editing follows rules like syntactic and semantic homogeneity according to associated answer, and the possibility to automatically identify this homogeneity. Manual analysis shows that homogeneity rule is respected to edit distractors and automat...

Topic Modeling and Classification of Cyberspace Papers Using Text Mining

The global cyberspace networks provide individuals with platforms to can interact, exchange ideas, share information, provide social support, conduct business, create artistic media, play games, engage in political discussions, and many more. The term cyberspace has become a conventional means to describe anything associated with the Internet and the diverse Internet culture. In fact, cyberspac...

The Impact of item flaws, testing at low cognitive level, and low distractor functioning on multiple-choice question quality

BACKGROUND This study investigated the impact of addressing item writing flaws, testing at low cognitive level and non-functioning distractors (< 5 % selection frequency) in multiple-choice assessment in preclinical medical education. METHOD Multiple-choice questions with too high or too low difficulty (difficulty index < 0.4 or > 0.8) and insufficient discriminatory ability (point-biserial c...

The Psychometric Modeling of Ordered Multiple-choice Item Responses for Diagnostic Assessment with a Learning Progression