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Abstract
Multiple-choice questions have an undeserved reputation for only being able to test student recall of basic facts. In fact, well-crafted mechanically gradable questions can measure very sophisticated cognitive skills, including those engaged at the highest level of Benjamin Bloom’s taxonomy of outcomes. In this article, I argue that multiple-choice questions should be a part of the diversified assessment portfolio for most philosophy courses. I present three arguments broadly related to fairness. First, multiple-choice questions allow one to consolidate subjective decision making in a way that makes it easier to manage. Second, multiple-choice questions contribute to the diversity of an evaluation portfolio by balancing out problems with writing-based assessments. Third, by increasing the diversity of evaluations, multiple-choice questions increase the inclusiveness of the course. In the course of this argument I provide examples of multiple-choice questions that measure sophisticated learning and advice for how to write good multiple-choice questions.
Keywords teaching  evaluation  multiple-choice question  selected-response question  testing
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ISBN(s) 2380-4076
DOI 10.5840/aaptstudies2019121144
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References found in this work BETA

A Field Guide to Critical-Thinking Assessment.Kevin Possin - 2008 - Teaching Philosophy 31 (3):201-228.
Examining Philosophy.Peter Collins - 1993 - Teaching Philosophy 16 (2):145-154.
An Evaluation Primer for Philosophy Teachers.Kenneth R. Howe - 1988 - Teaching Philosophy 11 (4):315-328.

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