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Writing Selection Items
Multiple Choice
Angela,
Amber,
Cristian,
Jason,
Leanne
Assessment of Student Achievement Third custom edition for the University of Alberta. Chapter 4
Introduction
Learning Outcomes: 1. Describe the characteristics of
multiple-choice items.
2. Distinguish the strengths and
limitations of multiple-choice items.
3. Distinguish between well worded and
poorly worded multiple-choice items.
4. Identify and correct faults in bad
questions.
5. Match multiple-choice questions with
intended learning outcomes.
6. Construct multiple-choice questions
that are worded properly, appropriate
for learning outcomes and free of
mistakes.
Nature of Multiple Choice Items
They consist on a stem, which
presents a problem situation
and several alternatives
(options or choices), which
provide possible solutions to the
problem. Example: Which one of the following items types is an example of a supply-type test item? ……… An example of a supply-test item is the:
Uses of Multiple-Choice Items
Knowledge of: • Terminology
• Specific facts
• Conventions
• Trends and Sequences
• Classifications and Categories
• Criteria
• Methodology
• Principles and Generalizations
• Theories and Structures
Comprehension Items Measure at the lowest level of
understanding. To determine
whether the students have grasped
the meaning of the material without
required them to apply it.
Example: Outcome: Identify an example of a term Which of the following statements contain a specific determiner? a. America is a continent b. America was discovered in 1492 c. America has some big industries ***** d. America’s population is increasing
Application Items
Application of various aspects of
knowledge: facts, concepts, principles,
rules, methods, theories.
Ex.
• Which of the following methods is best for ___________?
• Which principle would be best for solving __________?
• What is the most probable effect of __________?
Multiple-Choice Items Strengths: 1. Learning outcomes from simple to complex can ne measured.
2. Highly structured and clear tasks are provided.
3. A broad sample of achievement can be measured.
4. Incorrect alternatives provide diagnostic information.
5. Scores are less influenced by guessing than true-false items.
6. Scoring is easy, objective, and reliable.
Limitations: 1. Constructing good items is time consuming.
2. It is frequently difficult to find plausible distractors.
3. This item is ineffective for measuring some types of
problem solving and the ability to organize and
express ideas.
4. Score can influenced by reading ability.
Rules for writing Multiple Choice Items
Nothing in the content or
structure of the item should
prevent an informed student
from responding correctly.
Nothing in the content or
structure of the item should
enable an uninformed student
to select the correct answer.
Rule # 2 Ex.
Poor – A table of specifications: a. Indicates how a test will be used to improve
learning.
b. Provides a more balanced sampling of content ***
c. Arranges the instructional objectives in order of the
importance.
d. Specifies the method of scoring to be used on a
test.
Better- What is the main advantage of using a
table of specifications when preparing an
achievement test? a. It reduces the amount of time required
b. It improves the sampling of content ***
c. It makes the construction of test items easier
d. It increases the objectivity of the test
Present a single clearly
formulated problem in the
stem of the item.
Rule # 3 State the stem of the item in
simple, clear language.
Ex.
Poor – The paucity of plausible, but incorrect,
statements that can be related to a central idea
poses a problem when constructing which of the following types of test items?
Better – The lack of plausible, but incorrect,
alternatives will cause the greatest difficulty when constructing:
Rule # 4 Put as much of the
wording as possible
in the stem of the
item. Ex.
Poor – In objective testing, the term
objective: a. Refers to the method of identifying the
learning outcomes
b. Refers ti the method of selecting the
test content
c. Refers to the method of presenting the
problem
d. Refers to the method of scoring the
answer ****
Better – In objective testing, the term objective refers to the method of: a. Identifying the learning outcomes
b. Select the test content
c. Presenting the problem
d. Scoring the answers ****
Rule # 5 State the stem of the item in positive
form, wherever possible
To avoid test maker frustration, keep in mind… Which of the following is a category in the taxonomy of the cognitive domain? a. Comprehension *** b. (distracter needed) c. (distracter needed) d. (distracter needed)
Which of the following is not a category in the taxonomy of the cognitive domain? a. Comprehension b. Application c. Analysis d. (answer needed) ***
Rule # 6 Emphasize negative wording
whenever it is used in the
stem of an item.
Ex.
Poor – Which one of the following is not a desirable
practice when preparing
multiple-choice items?
Better – All of the following are
desirable practices when
preparing multiple-choice
items EXCEPT:
Rule # 7 Make certain that the intended answer is
correct or clearly best.
Ex.
Poor – What is the purpose of
classroom testing?
Better – One purpose of
classroom testing is: Or
The main purpose of classroom
testing is:
Rule # 8
Ex.
Poor – The recall of factual information
can be measured best with a :
a)matching item
b)multiple-choice item
c)short-answer item***
d)essay question
Better – The recall of factual information
can be measured best with:
a)matching items
b)multiple-choice items
c)short-answer items***
d)essay questions
Make all alternatives grammatically consistent with
the stem of the item and parallel in form.
Rule # 9 Avoid verbal clues that
might enable students
to select the correct
answer or to eliminate
an incorrect alternative
Consider:
a. Similarity of wording in both the stem and the correct answer is
one of the most obvious clues.
b. Setting the correct answer in text book language
c. Stating the correct answer in greater detail
d. Including absolute terms in the distracters (always, never…)
e. Including two responses that have the same meaning
Rule # 10 Make the distractors plausible and
attractive to the uninformed. Ex.
Poor – Obtaining a dependable ranking of
students is of major concern when using:
a)norm-referenced summative test***
b)behavior descriptions
c)checklists
d)questionnaires
Better – Obtaining a dependable ranking of
students is of major concern when using: a)norm-referenced summative tests***
b)Teacher-made diagnostic tests
c)mastery achievement tests
d)criterion-referenced formative tests
Rule # 11 Ex.
Poor – One advantage of multiple-choice items over essay
questions is that they:
a. Measure more complex outcomes
b. Depend more on recall
c. Require less time to score
d. Provide for a more extensive sampling of course content ***
Better – One advantage of multiple choice items over essay
questions is that they:
a. Provide for the measurement of more complex learning
outcomes
b. Place greater emphasis on the recall of factual information
c. Require less time for test preparing and scoring
d. Provide for a more extensive sampling of course content ***
Vary the relative length of
the correct answer to
eliminate length as a clue
Rule # 12
Avoid using the alternative “all of the
above,” and use “none of the above”
with extreme caution. Ex.
Poor – Which of the following is a category in the
taxonomy of the cognitive domain? a)critical thinking
b)scientific thinking
c)reasoning ability
d)none of the above***
Rule # 13 Vary the position of
the correct answer in
a random manner
Open a book! 1=A 3=B 5=C 7=D 9=E
Rule # 14
Control the difficulty of the
item either by varying the
problem in the stem or by
changing the alternatives.
Multiple-choice Checklist
1. Is this type of item appropriate for measuring the intended learning
outcomes?
2. Does this item task match the learning task to be measured?
3. Does the stem of the item present a single, clearly formulated problem?
4. Is the stem stated in simple, clear language?
5. Is the stem worded so that there is no repetition of material in the
alternatives?
6. Is the stem stated in positive form wherever possible?
Multiple-choice Checklist
7. If negative wording is used in the stem, is it emphasized (underlining
or caps)?
8. Is the intended answer correct or clearly best?
9. Are all alternatives grammatically consistent with the stem and
parallel in form?
10.Are the alternatives free from verbal clues to the correct answer?
11.Are the distractors plausible and attractive to the uninformed?
12.To eliminate length as a clue, is the relative length of the correct
answer varied?
13.Has the alternative “all of the above” been avoided and “none of
the above” used only when appropriate?
14. Is the position of the correct answer varied so that there is no
detectable pattern?
15.Does the item format and grammar usage provide for efficient test
taking?