Are multiple choice question scores unrealistically high?

MCQ scores tend to be higher than those attained in non-objective assessments – perhaps another reason for their ‘easy’ reputation. This exposes the discrepancy between assessments which use the full marking range (0-100%) and more traditionally marked assessments where there may be a ‘glass ceiling’ around the 80% mark. This may be problematic where an MCQ assessment is used within a diet of conventional assessments. Questions must be carefully designed to ensure the same level of achievement is required for a pass in an MCQ test as for other comparable assessments. Penalising students for a wrong answer (known as ‘negative scoring’) is another option (for a fuller explanation of these issues see Bush, 1999).

High scores pose less of a problem where the MCQs are used as part of formative assessment, but students may have optimistic expectations of their abilities if they have scored highly in MCQs throughout the course but are then faced with a final formal assessment asking them to display different skills. The purposes of any formative assessment must be made explicit to students.

Last Modified: 20 July 2010