Haladyna, Thomas M. Developing and validating multiple-choice test items, 2. Savvy test-takers can use information in one question to answer another question, reducing the validity of the test. How to Prepare Better Multiple Choice Test Items: Guidelines for University Faculty, 1991. Guidelines in constructing multiple choice test - Prepare yourself in preparation for the exam, prepare everything to support the success of the test with a few obstacles. A�$�ȉ>����ýB��r,ܺ,I���SZѰhp>Xc&dm4��p�$��Y�/�ե� p�"�)�2��4�h�Kt�x����'�/>֋o�?x��x^�G*ʺ8��`Ka ��,��n�9�8��orv��/���&M�U��$�#��_��������I**��bjS����q�_�� Accessibility information. Keep the specific content of items independent of one another. What is Service Learning or Community Engagement? 2. 1. As with “all of the above” answers, a sophisticated test-taker can use partial knowledge to achieve a correct answer. The list of options contains one correct or best option (answer) and a number of incorrect or inferior options (distractors). Cheung, Derek and Bucat, Robert. Vanderbilt®, Vanderbilt University®, V Oak Leaf Design®, Star V Design® and Anchor Down® are trademarks of The Vanderbilt University. Diversity & Inclusive Teaching (Archived), Grant Funding Resources for Educational Initiatives, Place-Based and Project-Based Learning (Archived), Best Practices in Community Engaged Teaching, Teaching with Ecological Footprints (Archived), Challenges and Opportunities of Community Engaged Teaching, One-on-One Teaching & Independent Studies, Tips for Teaching Sustainability (Archived), Connect with Vanderbilt Center for Teaching, Site Development: Digital Strategies (Division of Communications), use similar language (e.g., all unlike textbook language. Vanderbilt University is committed to principles of equal opportunity and affirmative action. Guidelines for developing multiple-choice items There are nine primary guidelines for developing multiple-choice items (Gronlund & Linn, 1990; McMillan, 2001). Morrison, Susan and Free, Kathleen. Haladyna, Thomas M. and Downing, S. M.. Validity of a taxonomy of multiple-choice item-writing rules. See some of the exam questions below that we have collected from various sources. Writing multiple-choice test items that promote and measure critical thinking. Keep the specific content of items independent of one another. The number of alternatives can vary among items as long as all alternatives are plausible. z�G|05@���I��Bv��*���Q6�Ӂ��A;bm@U����ڻ�/Q�|� ��}'EJ�U��ϊ�G{�W Many users regard the multiple-choice item as the most flexible and probably the most effective of the objective item types. Avoid complex multiple choice items, in which some or all of the alternatives consist of different combinations of options. %PDF-1.6 %���� E��!��n��9�&1�TW�p��.0?=���� Presented at the Science and Technology Education Conference, Hong Kong, June 20-21, 2002. 240 0 obj <>stream The stem is best written in the form of a complete question or statement. GUIDELINES FOR THE CONSTRUCTION OF MULTIPLE CHOICE QUESTIONS TESTS )��IST�n���v4U��Q�z�M&[���1�d���W�K(��2�P�ė��^�_x_���96|�q�ӎ�hN��$�i{�w��en�D�������n}��w���l� ��. endstream endobj 241 0 obj <>stream ��m�Ў���t���(T�wD��}�V!�G��O All rights reserved. !t�\�#�2��� d���Q��SN��Z�L�]��8Q_��+����q%����A$�Q����@i��0�^-�R�"–��yݡz����N��6eF���O��8K?� :�!�E����D��������a��̌��*�� ��m����\��$|�-�ٲ����,�>c���^~��tu��Ѳ4K�g7�1�ziF먣�8�3��^^� Kͤ�/~KA��0td->��j���ݿ8ކ�~"�+�#TYr��$�%Cy75N8`B2a�*�t���}Xin%K9���'��M9�.̗�����J�� �y�h��C�`4�*o �y�F�'>^�B�g�?T��'�ce A standard multiple-choice test item consists of two basic parts: 1) Problem (stem) and 2) List of suggested solutions (alternatives). Burton, Steven J., Sudweeks, Richard R., Merrill, Paul F., and Wood, Bud. The CFT has prepared guides to a variety of teaching topics with summaries of best practices, links to other online resources, and information about local Vanderbilt resources. Guidelines for Constructing Multiple-Choice Items .

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