Abstract In multiple-choice tests, guessing is a source of test error which can be suppressed if its expected score made negative by either penalizing wrong answers or rewarding expressions partial knowledge. Starting from the most general formulation necessary and sufficient scoring conditions for to lead an loss beyond test-taker’s knowledge, we formulate class optimal functions, including pr...

This paper proposes a guideline for writing MCQ items for our domain which promotes the use of Multiple Alternative Choice (MAC) items. This guideline is derived from one of the guidelines from the Taxonomy of item-writing guidelines reviewed by Haladyna et al, 2002. The new guideline is tested by delivering two sets of MCQ test items to a representative sample of candidates from the domain. On...

Abstract Introduction Student assessment by multiple-choice questions (MCQs) is an integral part of student evaluation in medicine. The medical teacher should be trained to construct item with proper stem and valid options. Periodic analyses will make the process more meaningful. Hence, we conducted study analyze MCQs (item analysis) tested on a batch MBBS students pharmacology their three inte...