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Cite this guide: Brame, C. Multiple choice test questions, also known as items, can be an effective and efficient way to assess learning outcomes. Multiple choice test items have several potential advantages:. Versatility: Multiple choice test items can be written to assess various levels of learning outcomes, from basic recall to application, analysis, and evaluation.
Because students are choosing from a set of potential answers, however, there are obvious limits on what can be tested with multiple choice items. Reliability: Reliability is defined as the degree to which a test consistently measures a learning outcome.
The reliability is enhanced when the number of MC items focused on a single learning objective is increased. In addition, the objective scoring associated with multiple choice test items frees them from problems with scorer inconsistency that can plague scoring of essay questions.
Validity: Validity is the degree to which a test measures the learning outcomes it purports to measure. Because students can typically answer a multiple choice item much more quickly than an essay question, tests based on multiple choice items can typically focus on a relatively broad representation writing essay and higher order test items course material, thus increasing the validity of the assessment.
The key to taking advantage of these strengths, however, is construction of good multiple choice items. A multiple choice item consists of a problem, known as the stem, and a list of suggested solutions, known as alternatives. The alternatives consist of one correct or best alternative, which is the answer, and incorrect or inferior alternatives, known as distractors. The stem should be meaningful by itself and should present a definite problem. A stem that presents a definite problem allows a focus on the learning outcome.
The stem should not contain irrelevant materialwhich can decrease the reliability and the validity of the test scores Haldyna and Downing The stem should be negatively stated only when significant learning outcomes require it. Writing essay and higher order test items often have difficulty understanding items with negative phrasing Rodriguez If a significant learning outcome requires negative phrasing, such as identification of dangerous laboratory or clinical practices, the negative element should be emphasized with italics or capitalization, writing essay and higher order test items.
The stem should be a question or a partial sentence. A question stem is preferable because it allows the student to focus on answering the question rather than holding the partial sentence in working memory and sequentially completing it with each alternative Statman The cognitive load is increased when the stem is constructed with an initial or interior blank, so this construction should be avoided.
All alternatives should be plausible. The function of the incorrect alternatives is to serve as distractors,which should be selected by students who did not achieve writing essay and higher order test items learning outcome but ignored by students who did achieve the learning outcome.
Common student errors provide the best source of distractors. Alternatives should be stated clearly and concisely. Alternatives should be mutually exclusive. Alternatives should be homogenous in content. Alternatives that are heterogeneous in content can provide cues to student about the correct answer. Alternatives should be free from clues about which response is correct. Sophisticated test-takers are alert to inadvertent clues to the correct answer, such differences in grammar, length, formatting, and language choice in the alternatives.
In either case, students can use partial knowledge to arrive at a correct answer. The alternatives should be presented in a logical order e. The number of alternatives can vary among items as long as all alternatives are plausible, writing essay and higher order test items.
Plausible alternatives serve as functional distractors, which are those chosen by students that have not achieved the objective but ignored by students that have achieved the objective. There is little difference in difficulty, discrimination, and test score reliability among items containing two, three, and four distractors.
Avoid complex multiple choice itemsin which some or all of the alternatives consist of different combinations of options. Keep the specific content of items independent of one another. Savvy test-takers can use information in one question to answer another question, reducing the validity of the test. Finally, designing alternatives that require a high level of discrimination can also contribute to multiple choice items that writing essay and higher order test items higher-order thinking.
This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4. Writing Good Multiple Choice Test Questions by Cynthia J. Brame Print Version Cite this guide: Brame, writing essay and higher order test items, C. Constructing an Effective Stem Constructing Effective Alternatives Additional Guidelines for Multiple Choice Questions Considerations for Writing Multiple Choice Items that Test Higher-order Thinking Additional Resources Multiple choice test questions, also known as items, can be an effective and efficient way to assess learning outcomes.
Multiple choice test items have several potential advantages: Versatility: Multiple choice test items can be written to assess various levels of learning outcomes, from basic recall to application, analysis, and evaluation. Constructing an Effective Stem 1. Constructing Effective Alternatives 1. are parallel in form. are similar in length. use similar language e. Additional Guidelines 1. Additional Resources Burton, Steven J.
How to Prepare Better Multiple Choice Test Items: Guidelines for University Faculty, Cheung, writing essay and higher order test items, Derek and Bucat, Robert. How can we construct good multiple-choice items? Presented at the Science and Technology Education Conference, Hong Kong, June Haladyna, Thomas M.
Developing and validating multiple-choice test items, 2 nd edition. Lawrence Erlbaum Associates, and Downing, S. Validity of a taxonomy of multiple-choice item-writing rules.
Applied Measurement in Education2 1, Morrison, Susan and Free, Kathleen. Writing multiple-choice test items that promote and measure critical thinking.
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