Although multiple choice tests, as commonly used, can be rightly criticized, their structure, when wisely used, makes them an excellent diagnostic tool for identifying students’ conceptions, including misconceptions. This paper offers a number of useful guidelines regarding the analysis of multiple choice items. A special reference is made to the use of the justifications that students provide for their choices. Examples of the procedures, which may be used in analysing justifications and the kinds of diagnostic information that may be obtained, are provided.
International Journal of Science Education
Volume 12, 1990 - Issue 5
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