I think the problem is that people tend to conflate intention with effect, often with dire effect, (eg. “Banning drugs == reducing harm from drug use”). Thus when they see a mechanism in place that seems intended to penalise guessing, they assume that its the same as actually penalising guessing, and that anything that shows otherwise must be a mistake.
This may explian the “moral” objection of the one student: The test attempts to penalise guessing, so working against this intention is “cheating” by exploiting a flaw in the test. With the no-penalty multiple choice, theres no such intent so the assumption is that the benefits of guessing are already factored in.
This may not in fact be as silly as it sounds. Suppose that the test is unrelated to mathematics, and that there is no external motive to doing well. Eg. you are taking a test on Elizabethan history with no effect on your final grade, and want to calibrate yourself against the rest of the class. Here, this kind of test is a flaw, because the test isn’t measuring solely what it intends to, but will be biased towards those who spot this advantage. If you are interested solely in an accurate result, and you think the rest of the class won’t realise the advantage of guessing, taking the extra marks will just introducing noise, so it is not to your advantage to take them.
For a mathematics or logic based test, the extra benefit could be considered an extra, hidden question. For something else, it could be considered as immoral as taking advantage of any other unintentional effect (a printing error that adds a detectable artifact on the right answer for instance). Taking advantage of it means you are getting extra marks for something the test is not supposed to be counting. I don’t think I’d consider it immoral (certainly not enough to forgo the extra marks in something important), but Larry’s position may not be as inconsistent as you think.
I think the problem is that people tend to conflate intention with effect, often with dire effect, (eg. “Banning drugs == reducing harm from drug use”). Thus when they see a mechanism in place that seems intended to penalise guessing, they assume that its the same as actually penalising guessing, and that anything that shows otherwise must be a mistake.
This may explian the “moral” objection of the one student: The test attempts to penalise guessing, so working against this intention is “cheating” by exploiting a flaw in the test. With the no-penalty multiple choice, theres no such intent so the assumption is that the benefits of guessing are already factored in.
This may not in fact be as silly as it sounds. Suppose that the test is unrelated to mathematics, and that there is no external motive to doing well. Eg. you are taking a test on Elizabethan history with no effect on your final grade, and want to calibrate yourself against the rest of the class. Here, this kind of test is a flaw, because the test isn’t measuring solely what it intends to, but will be biased towards those who spot this advantage. If you are interested solely in an accurate result, and you think the rest of the class won’t realise the advantage of guessing, taking the extra marks will just introducing noise, so it is not to your advantage to take them.
For a mathematics or logic based test, the extra benefit could be considered an extra, hidden question. For something else, it could be considered as immoral as taking advantage of any other unintentional effect (a printing error that adds a detectable artifact on the right answer for instance). Taking advantage of it means you are getting extra marks for something the test is not supposed to be counting. I don’t think I’d consider it immoral (certainly not enough to forgo the extra marks in something important), but Larry’s position may not be as inconsistent as you think.