Using the Rasch Model for the Development and Assessment of Multiple-Choice Tests in Marketing: Some Practical Guidelines

Recent developments in university education lead to marketing courses of hundreds of students. To cope with the challenge of efficient and fair test assessment, lecturers have switched to easily processable multiple-choice exams. In order to overcome the criticism of unfair and superficial multiple-choice tests, this paper suggests continuously evaluating such tests by the use of the Rasch model. Practical guidelines about the estimation and the interpretation of the Rasch model are outlined. Implications for marketing education research and possible explanations for different item functioning among two scrambling groups are discussed.