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Poster ID #259
Multiple-choice tests have not sufficiently evolved to counter test-wise individuals. By offering the discrete-option multiple-choice format (DOMC) as an alternative to the traditional format, educators can counter “extra-test” competency. That is, the DOMC format may be fairer. The new format may encourage more thorough study of assigned material. The DOMC format only displays one answer option on the screen at a time. In this case, “29” was the first randomly selected option. Test taker identifies option as correct or incorrect. Not all options appear.
The Annual Mary Lou Fulton Mentored Research Conference showcases some of the best student research from the College of Family, Home, and Social Sciences. The mentored learning program encourages undergraduate students to participate in hands-on and practical research under the direction of a faculty member. Students create these posters as an aide in presenting the results of their research to the public, faculty, and their peers.
BYU ScholarsArchive Citation
Funk, Ryan; Hooper, Tamarin; Hadlock, Emily; and Whicker, JeLyn, "Differential Effects of the Discrete Options Multiple Choice Test Format on Test Takers Assesment and Scores" (2010). FHSS Mentored Research Conference. 30.
Family, Home, and Social Sciences
© 2010, Ryan Funk, et al.;
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