Inclusivity in Multiple-Choice Questions Assessment (MCQA): An Analysis of Selected Design and Proposed Modifications for Gender and Linguistic Inclusivity

Abstract

Gender and linguistic inclusivity are pivotal in language assessment practice, particularly in this study, in the design of multiple-choice questions. The purpose of this study is to analyze the inclusivity of the selected MCQA design, the underlying factors that influence it, and the inclusive modifications that can be implemented to better accommodate learners from diverse gender and linguistic backgrounds. This study is a Qualitative Descriptive Design, which provided a comprehensive report about the research questions. A total of at least two (2) teachers and three (3) students were able to participate in the In-Depth Interviews (IDIs), while one (1) teacher and two (2) students for the Focus Group Discussions (FGDs). A total of eight (8) participants were purposefully selected in this study. In the data collection, Fairclough’s Critical Discourse Analysis served as the theoretical framework for this study, guiding both the researcher and participants in the data analysis. The study revealed that using Fairclough’s textual dimension, three dominant patterns of inclusivity emerged in the MCQA items: (1) gender representation, (2) lexical difficulty, and (3) cultural-linguistic orientation. In addition, it revealed how the mismatch between test designers’ assumptions and the actual test takers may affect students’ performance, which Fairclough calls discursive misalignment. Lastly, in the social analysis, factors shaping MCQA design were context and language use, curriculum, teacher training, and institutional demands, and resources used in constructing MCQA.