Guidelines for developing multiple-choice items There are nine primary guidelines for developing multiple-choice items (Gronlund & Linn, 1990; McMillan, 2001). What is Service Learning or Community Engagement? Many users regard the multiple-choice item as the most flexible and probably the most effective of the objective item types. GUIDELINES FOR THE CONSTRUCTION OF MULTIPLE CHOICE QUESTIONS TESTS The stem is best written in the form of a complete question or statement. 1. E��!��n��9�&1�TW�p��.0?=���� �Zm\�'����.SE���7h�A�xS�� w �>!U���-����0>��� �h�0�l��a[!�(жPJ'ZC�߾����0�j�b Z�]%A8���y���A�֪å0�wp!���X�? Haladyna, Thomas M. Developing and validating multiple-choice test items, 2. The number of alternatives can vary among items as long as all alternatives are plausible. ��m�Ў���t���(T�wD��}�V!�G��O )��IST�n���v4U��Q�z�M&[���1�d���W�K(��2�P�ė��^�_x_���96|�q�ӎ�hN��$�i{�w��en�D�������n}��w���l� ��. !t�\�#�2��� d���Q��SN��Z�L�]��8Q_��+����q%����A$�Q����@i��0�^-�R�"–��yݡz����N��6eF���O��8K?� Accessibility information. Savvy test-takers can use information in one question to answer another question, reducing the validity of the test. Guidelines for Constructing Multiple-Choice Items . A standard multiple-choice question consists of two standard parts: a problem (stem) and a list of suggested solutions (options). All rights reserved. Writing multiple-choice test items that promote and measure critical thinking. �w���T�n�T`�A�C�v����z6W��~�P�,z�I���_�Y���s�S�j��� �#>� �,L`���oEq��\M,=U3��4hB���Ѩc��&�!H~:��7�@_iO�N��ʢ�7�I�Et�k.Ȉ!C�z��I� v�B�1{գd��G��r���i�L1Y8�@�@ǘ��G�c�|c�͈��M�S&x��-~*��a��u���DD��U��믣���_?���4��'P����MY����Vixk��^2���ܤA��\N|���`? :�!�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 z�G|05@���I��Bv��*���Q6�Ӂ��A;bm@U����ڻ�/Q�|� ��}'EJ�U��ϊ�G{�W A standard multiple-choice test item consists of two basic parts: 1) Problem (stem) and 2) List of suggested solutions (alternatives). 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. Following these guidelines increases the validity and reliability of multiple-choice items that one might use for quizzes, homework assignments, and/or examinations. 2. See some of the exam questions below that we have collected from various sources. As with “all of the above” answers, a sophisticated test-taker can use partial knowledge to achieve a correct answer. Keep the specific content of items independent of one another. Avoid complex multiple choice items, in which some or all of the alternatives consist of different combinations of options. Haladyna, Thomas M. and Downing, S. M.. Validity of a taxonomy of multiple-choice item-writing rules. The list of options contains one correct or best option (answer) and a number of incorrect or inferior options (distractors). Vanderbilt®, Vanderbilt University®, V Oak Leaf Design®, Star V Design® and Anchor Down® are trademarks of The Vanderbilt University. Presented at the Science and Technology Education Conference, Hong Kong, June 20-21, 2002. 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. Morrison, Susan and Free, Kathleen. 240 0 obj <>stream Cheung, Derek and Bucat, Robert. How can we construct good multiple-choice items? How to Prepare Better Multiple Choice Test Items: Guidelines for University Faculty, 1991. Burton, Steven J., Sudweeks, Richard R., Merrill, Paul F., and Wood, Bud. Site Development: Digital Strategies (Division of Communications) Keep the specific content of items independent of one another. endstream endobj 241 0 obj <>stream