Authors - Lorentz Jantschi Abstract - A multiple-choice assessment system was created and was used from 2006 to 2024 to assess over 3,000 students in topics of chemistry. The system was used in multiple assessments - each student had the opportunity to assess themselves several times. When determining the grade, for each set of assessments associated with a student, one assessment was eliminated - the weakest assessment - in the case of multiple assessments - and the average assessment was calculated with the remaining assessments. Each test contained 30 multiple-choice questions, and each correct answer was awarded 3 points. In a previous study, the observed distribution of students by the number of assessments was provided. In the present study, the sample of the number of student evaluations was analyzed under 3 theoretical distribution hypotheses: the classical Poisson and two of its generalizations, P´olya-Aeppli-Poisson and Snyder–Ord–Beaumont, respectively. The study was motivated by the fact that once identified the theoretical distribution, is possible to estimate the number of students who dropped out before the assessment. The study provided a negative result: all these distributions were rejected with a risk of being in error of 5%.
