As an educationist, I have always held strong reservations with the ‘Multiple Choice Testing System’. My strong opinion is based on the fact that although the system is promoted as an ‘objective’ tool to test children, it is in reality quite subjective. While the questions are judged and scored by a machine indicating ‘fairness and justice’, the questions are framed by humans who make all decisions related to the question format and possible answers.
Usually, in a MCQ test, the student needs to select the best possible answer, which itself indicates the possibility of an alternate possible answer. This further reflects the diversity of thought and reasoning that lies in human attitudes and behaviours. To narrow these down to a single correct response, appears quite unrealistic and unfair.
Multiple choice tests might work where no logical thinking or reasoning would be required. Normally they are most convenient to ‘identify’ the concept well, but that does not indicate any knowledge of how and why. Sometimes they are pure guess work on part of a student and therefore, a blur image to the complete picture.
In the same context, MCQ’s also leave the performance of the teachers questionable, who in reality might have consumed their own intelligence to solve the questions for the pupil to learn from, thus leaving no opportunity for the transfer of an important and pertinent skill called deductive reasoning. How did the student come to select the best answer? Was it just good memory or a simple guess?
To be able to see the working of a child’s mind on paper, would require an ‘Open End Questioning System’. Framing questions in such a manner so as to leave ample area for the child to question his choices and place relevant reasons for them. Here the teacher would get to see why the student arrived at a certain conclusion or where he seems to be at fault. It holds a better chance for personal progress and individual growth. Both for the student and teacher alike.
While it was a horror to prepare for an economics exam where I was expected to write at least four pages of information on “Keynes Theory of Liquidity Preference”, I believe a balance can be maintained in the amount of information that would justifiably indicate good knowledge and application skills.
Short examples to showcase the understanding of a concept should be welcome in an examination. Questions should leave some space for the children to express their understanding in whatever simplified manner they can communicate with. While scientific terms and technical language must be accurate, there must be some flexibility to accommodate the various levels of communicative skills.
I felt really proud of my middle son, who I believe has a philosopher inside him, when he answered a routine question in the science test. While all students defined a ‘Balanced Diet’ as the body receiving all the nutrients in the right proportion, he wrote, “ a balanced diet is when the body gets enough water and all the different kinds of foods that it needs to keep healthy.” It’s a simpler version of a technical definition but indicates a clear understanding of what a balanced diet is.
Just a few days back, I was interviewed for a teaching position by a renowned school. The interview went very well and I requested the Headmistress to accommodate my two and a half year old son in the school nursery. She agreed but put forth a condition. “We will be monitoring your child’s progress academically. If he is unable to cope with the letters and the programme, we would have to remove him.” I wondered what this ‘Programme’ was and so I asked her. She looked very serious and said, “ We are very particular about our students’ language skills and our levels are maintained with the aim to excel. Children who fail to cope with our standards are regrettably removed from the school.” I imagined the innocent face of my son and felt petrified at the thought of him being judged with such aggression.
I left politely as my mind was made up. My son is quite intelligent. When I see him playing with his toys, I observe his problem solving skills that are always in action. When he can’t push the dining chair holding it from the top, he makes a quick judgement and holds it from the base to get the maximum force to push it in. When he wants to pull his pyjamas down, his long shirt comes in the way. So, he rolls his shirt up and tucks it under his chin to be able to reach his pyjamas comfortably. I have not taught him these secrets, but they come to him naturally. My primary concern at any school would be for them to have the understanding to recognize the brilliance of a child through his ability to find solutions and grow with this confidence.
And so, this brings me back to the system of Multiple Choice. Questions can be interpreted in so many different manners. It’s not necessary that the choices that you offer me, are the ones that I intend to choose from. As the Multiple Choice test always has the intended possible answer camouflaged with the many ‘distractors’. When making a choice, you are the best judge and the wisdom that leads you to make that choice, might not be visible to everyone or be comprehended well.
Therefore, it’s important to use methods and systems that offer some arena to give reason and a little turf to exercise self opinion to help develop a more logical testing system.
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