Utilizing Theoretically-Driven Distractors to Make Diagnostic Multiple-Choice Assessments Possible

Multiple-choice assessments are widely used for their ease of implementation and grading. Yet, these assessments are largely criticized as being unable to provide diagnostic information about student knowledge for a variety of reasons. We have proposed a method to utilize current research on student knowledge in unison with technology to make diagnostic multiple-choice assessments possible. This paper reports on the results of implementing our diagnostic multiple-choice assessments in a College Algebra course over a three year span. Quantitative and qualitative analysis suggests these assessments associate student knowledge with their choices and thus can be used as practical diagnostic tools. We conclude with how the construction of these assessments could be utilized to provide targeted feedback as students develop their understanding through non-instructor-mediated assessments such as homework.