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This study focused on the development and validation of psycho productive skill multiple choice test (PSMCT) for assessment of technical college students' achievement in mechanical engineering Craft. The study adopted the instrumentation research design and it was carried out in Nasarawa State. The population for study was 248 National Technical Certificate (NTC) III students comprising of three ability groups (42 high, 140 average and 66 low abilities). A 305 item draft copy of psycho productive skills multiple choice test items was generated and utilized as the instrument for the study. The test was used to assess students in the four Government Technical Colleges in Assakio, Mada Station, Agwada, and Doma in the study area. The data collected were analyzed using split-half technique and Kadder-Richardson (K-R20). The reliability coefficient of the test was 0.84. It was found out that there were significant differences in the mean scores of the three ability groups (high, average and low). It was recommended among others, that examination bodies (NABTEB, WAEC and NECO) should integrate the psycho productive skill multiple choice test in their examination process for certification of NTC students.

This study focused on the development and validation of psycho productive skill multiple choice test (PSMCT) for assessment of technical college students' achievement in mechanical engineering Craft. The study adopted the instrumentation research design and it was carried out in Nasarawa State. The population for study was 248 National Technical Certificate (NTC) III students comprising of three ability groups (42 high, 140 average and 66 low abilities). A 305 item draft copy of psycho productive skills multiple choice test items was generated and utilized as the instrument for the study. The test was used to assess students in the four Government Technical Colleges in Assakio, Mada Station, Agwada, and Doma in the study area. The data collected were analyzed using split-half technique and Kadder-Richardson (K-R20). The reliability coefficient of the test was 0.84. It was found out that there were significant differences in the mean scores of the three ability groups (high, average and low). It was recommended among others, that examination bodies (NABTEB, WAEC and NECO) should integrate the psycho productive skill multiple choice test in their examination process for certification of NTC students. Article visualizations:

The article discusses the problem of using multiple choice tests as a means of formative assessment. As a rule, this type of assessing materials is correlated with summarising assessment; however, as the analysis of theoretical sources has shown, the use of multiple choice tests for training allows us to realise the goals of formative assessment. During the study, the main aspects of the use of multiple choice tests in the course of assessment of learning and in the course of assessment for learning were compared, after which the requirements for multiple choice tests for formative assessment were formulated. The identification of the specific characteristics of the use of multiple choice tests for formative assessment allowed us to specify the methods of using tests at different stages of educational process. Based on the results of the study, recommendations for teachers on the development and use of multiple choice tests for assessment for learning are proposed.

The reasoning behind popular methods for analysing the raw data generated by multiple choice question (MCQ) tests is not always appreciated, occasionally with disastrous results.This article discusses and analyses three options for processing the raw data produced by MCQ tests. The article shows that one extreme option is not to penalize a student for wrong answers or for missing out questions, and the other extreme option is actually to penalize both aspects.The intermediate option of focusing on the number of questions actually attempted while penalizing wrong answers can be regarded as the fairest. In this case blind guessing will on average not help the student, although partial knowledge will lessen the negative impact on the final overall score. There are still many interesting challenges in designing techniques for MCQ tests.

ABSTRACTInstructors can use both "multiple‐choice" (MC) and "constructed response" (CR) questions (such as short answer, essay, or problem‐solving questions) to evaluate student understanding of course materials and principles. This article begins by discussing the advantages and concerns of using these alternate test formats and reviews the studies conducted to test the hypothesis (or perhaps better described as the hope) that MC tests, by themselves, perform an adequate job of evaluating student understanding of course materials. Despite research from educational psychology demonstrating the potential for MC tests to measure the same levels of student mastery as CR tests, recent studies in specific educational domains find imperfect relationships between these two performance measures. We suggest that a significant confound in prior experiments has been the treatment of MC questions as homogeneous entities when in fact MC questions may test widely varying levels of student understanding. The primary contribution of the article is a modified research model for CR/MC research based on knowledge‐level analyses of MC test banks and CR question sets from basic computer language programming. The analyses are based on an operationalization of Bloom's Taxonomy of Learning Goals for the domain, which is used to develop a skills‐focused taxonomy of MC questions. However, we propose that their analyses readily generalize to similar teaching domains of interest to decision sciences educators such as modeling and simulation programming.