Methods for evaluating the approproiateness and effectiveness of summative assessment via multiple choice examinations for technology-focused disciplines

Abstract

We describe an overall approach to setting objectives which is based on Bloom's taxonomy, then concentrate on the assessment of students at the Knowledge and Comprehension levels of that taxonomy, for which students may receive the minimum passing grade. Multiple-choice questions are a suitable way of assessing that level of competence. We analyze student performance on such an exam, using well established analysis techniques from the literature on multiple choice questions. The examination was found to have largely met its objectives, but some problems are noted.