Title: 9
Author: Ion Ivan
Company: ASE

9. EFFICIENT EVALUATION

9.1.Multiple-Choice Testing

	Let us take, for analyze purposes, a field of interest. Questions with at least two possible answers will be picked up.
The multiple-choice test is largely used lately, as it is very easy to evaluate the "research". A pattern is made and the checking person counts the correct answers.
	The headache appears when elaborating the test questions and answers, and the following parameters are to be determined:
•	the number of questions;
•	the number of possible answers;
•	the number of points given for choosing the correct answer;
•	the number of correct answers for every question;
•	the time that it takes for the test to be finished;

When aiming to select a unitary group of persons, a multiple-choice test with the following features is to be made:
•	numerous questions;
•	3-5 possible answers for a question;
•	the same number of correct answers for all the questions (usually only one answer is correct)
•	the question's complexity level homogeneity 
•	unitary distribution of points given for the correct answers, in order to prevent getting points  by choosing the answers at random;

When aiming to mark out the best of the tested persons the test should have the following features:
•	a small number of questions;
•	at least 5 possible answers;
•	a different number of correct answers for every question;
•	different levels of complexity questions, but homogeneous answers;
•	the points should be distributed in such a manner that  it would be impossible for he who does not know to get the points;

The multiple-choice test brings out multiple risks. In some cases it could become an efficient of building homogeneous sub-work groups.

	
9.2. Given Theme And Strict Standard Work Testing

This method enables the testing persons to mark out the applicant's knowledge and capability of presenting an issue and fulfilling the requirements set in the standards.
	This kind of testing is also important because the midway results are taken into account when giving the points.
	The proofreader being subjective cause differences that are not attenuated, on the contrary, they determine translations in the applicants' top, sometimes with even numerous positions, as a consequence of the points calculation.
	This proceeding requires defining syntheses-like themes and a close observance of the selection abilities of the applicant that should be able to make up a unitary construction out of separated parts.
	Problems are also formulated and the proofreader checks the algorithms, the formula, the calculations used in order to solve them.  The disadvantage of this method is given by the necessary of resource input and the number of candidates. When the testing is not about admission and a top of the candidates is needed this method is a must. Whenever the daily work consists of elaborating analyses, interpreting and offering clearly expressed solutions starting from concrete data, this way of testing will lead to a more accurate top of the applicants.