Misconceptions and miscarriages in multiple choice questions.

Abstract

A modification of the standard format of multiple choice question (MCQ) examinations, recently introduced in certain medical schools in this country, is decribed. The scheme allows for the variation of marks allocated to different in the paper, depending upon the relevance, importance and degree of difficulty of each question. However, the manner in which this new system is being implemented in some cases transgresses some fundamental principles of MCQ examinations. The consequence of this is that the average mark for the class is unintentionally low, with the good students separated from the main body of the class by a disproportionate number of marks. In addition, the examination lends itself to abuse by the enterprising student who is familar with the system of mark allocation.