The Utility of Multiple-Choice Test Formats With Mildly Retarded Adolescents

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Abstract
The major concern of this study was to determine if mildly mentally retarded secondary school students could respond to a verbally presented multiple-choice test of social and personal knowledge. This was of concern due to the lack of standardized group tests to measure classroom learning within the area of special education. The results indicated that the students were capable of responding appropriately to verbally presented two and three alternative multiple-choice tests. The obtained reliability estimates were considered moderately high given the number of test items. Validity coefficients were low although statistically significant. Conclusions were drawn as to the applicability of multiple-choice test formats for assessing educational achievement of mildly retarded students.