A standard correction for random guessing (cfg) formula on multiple-choice and Yes/Noexaminations was examined retrospectively in the scores of the intermediate female EFL learners in an English language school. The correctionwas a weighting formula for points awarded for correct answers,incorrect answers, and unanswered questions so that the expectedvalue of the increase in test score due to g...

This study investigated the utility of all of the above (AOTA) as a test option in multiple-choice items. It aimed at estimating item fit, item difficulty, item discrimination, and guess factor of such a choice. Five reading passages of the Key English Test (KET, 2010) were adapted. The test was reconstructed in 2 parallel forms: Test 1 did not include the abovementioned alternative, whereas Te...

This quasi-experimental study aimed to compare the effect of different modes and item types of multiple-choice (MC) test items on advanced EFL learners’ listening comprehension and perception. To this end, 80 advanced EFL learners, aging 18 to 30, were selected. The participants took a listening test including dialogue-completion and question and answer multiple-choice items presented in writte...

  Background: The method of evaluation in students’ learning affects their studying mode. The aim of this study was to compare nursing students’ scores in essay and multiple-choice questions in Mother and Child Health examination in Shahrekord University of Medical Sciences. Methods: In this study, the  final scores of 121 of nursing students in a multiple-choice questionnaire consisting of 40 ...