In Multiple Choice tests several alternative answers are given for each question. The candidate must pick one of these alternatives as the correct answer. This type of test can be scored rapidly and objectively. However, a major disadvantage is that there is no way of telling what grounds the candidate had for his choice. Was he quite certain, or doubtful, or was it a blind guess? For a reasonably reliable test, therefore, many items are required.

The same questions and alternative answers can be used for Multiple Evaluation testing. For each alternative, however, the candidate indicates his personal probability that this is the correct answer. "I think that A and B are definitely wrong, 0% likelihood. But it's a toss-up between C and D: both 50%, as far as I am concerned". A candidate must give 'honest' answers to maximise his score. Gambling is discouraged, since that leads to lower scores.
This system provides more information about the candidate's knowledge, and tends to eliminate gambling. As a result, less questions are required for a reliable test. Earlier experimental research at a primary and secondary school gave promising results.

After further development, this method was implemented in a practical educational environment: the electronics faculty of a polytechnic. It was found that the test lengths could be reduced to a quarter, for the same reliability as multiple choice tests. Furthermore, the students themselves reported that they consider the method fairer and better than traditional multiple choice.