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 EDUCATIONAL FORUM
Year : 2016  |  Volume : 48  |  Issue : 2  |  Page : 114-121

Contemplation on marking scheme for Type X multiple choice questions, and an illustration of a practically applicable scheme


1 Department of Physiology, Co-convenor, MCI Regional Training Centre in Medical Education Technology, Sri Aurobindo Medical College and PGI, Indore, Madhya Pradesh, India
2 Department of Pharmacology, Chirayu Medical College and Hospital, Bhopal, Madhya Pradesh, India
3 School of Computing and Electrical Engineering, IIT Mandi, Mandi, Himachal Pradesh, India
4 Department of Physiology, Convenor MCI Regional Training Centre in MET, Sri Aurobindo Medical College and PGI, Indore, Madhya Pradesh, India

Correspondence Address:
Nazeem Ishrat Siddiqui
Department of Physiology, Co-convenor, MCI Regional Training Centre in Medical Education Technology, Sri Aurobindo Medical College and PGI, Indore, Madhya Pradesh
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/0253-7613.178836

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Ever since its inception 100 years back, multiple choice items have been widely used as a method of assessment. It has certain inherent limitations such as inability to test higher cognitive skills, element of guesswork while answering, and issues related with marking schemes. Various marking schemes have been proposed in the past but they are not balanced, skewed, and complex, which are based on mathematical calculations which are typically not within the grasp of medical personnel. Type X questions has many advantages being easy to construct, can test multiple concepts/application/facets of a topic, cognitive skill of various level of hierarchy can be tested, and unlike Type K items, they are free from complicated coding. In spite of these advantages, they are not in common use due to complicated marking schemes. This is the reason we explored the aspects of methods of evaluation of multiple correct options multiple choice questions and came up with the simple, practically applicable, nonstringent but logical scoring system for the same. The rationale of the illustrated marking scheme is that it takes into consideration the distracter recognition ability of the examinee rather than relying on the ability only to select the correct response. Thus, examinee's true knowledge is tested, and he is rewarded accordingly for selecting a correct answer and omitting a distracter. The scheme also penalizes for not recognizing a distracter thus controlling guessing behavior. It is emphasized that if the illustrated scoring scheme is adopted, then Type X questions would come in common practice.






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