The Comparison of Methods in Multiple Response Item Type Scoring

The aim of this study is to examine the scoring methods of the multiple-answer item type, where a question can have more than one correct answer. Concordantly, the differences regarding test difficulty, reliability, item difficulty and discrimination among eight scoring methods to score achievement tests comprising of multiple response item types were examined and compared. According to the data obtained, it is understood that the multiple-answer item type is applicable for both numerical and verbal lessons. In addition, it has been found that standardized scoring methods are in a way that allows the use of different scoring methods by offering alternatives according to the purpose of the measurement and evaluation, without being bound by a single rule. Thus, scoring methods can be determined according to the purpose of using the multiple-answer item type, and the use of the item type can be made widespread with similar studies.