What happens: Learner
- Reads an incomplete statement or a question, also called
the "stem"
- Reads three to five alternatives, including
the incorrect options, also called the "distractors"
the correct option, also called the "keyed response"
- Marks his or her choice
How to develop:
- Outline the core content that the test will cover
- Identify and prioritize key points, tasks
- Write out a series of stems
(The question format is generally is less ambiguous than the completion
format)
- Write keyed responses in a clear, grammatical sentence
that follows the format of the stems
- Develop alternatives or distractors that follow the
grammatical style,
are consistent in length, and avoid quoting the content of the course
When/how to use:
- Appropriate for all levels of cognitive ability
- Objective
- Useful for automated scoring
- Useful for item analysis, internal and over time
Ideal test items and stems:
- Use simple, direct language to present direct, core
information for analysis, comparison, evaluation, etc.
(avoid cleverness, trickery, and verbal complexity)
- Include as much of the item as possible in the stem
(avoids repeated information and briefer alternatives)
- Present unique content
Do not build upon other questions
Do not supply answers to other questions
- Avoid negative stems
IF negatives are necessary, they are emphasized with
underlined, bolded, CAPITALIZED,
italicized, and/or colored indicators
- Use either the "correct answer" or "best answer" format
Correct answer: key response is clearly right and distractors are
clearly wrong
Best answer: while distractors can be relatively viable, the key
response is clearly demonstrated to fulfill all conditions of the test item.
Best answer should avoid "none of the above," "both a. and e. above,"
"all of the above," options.
- Avoid "All of the following are true,
except . . ."
unless testing for exceptions to rules
- Paraphrase, and do not directly quote, course content to
avoid burdening students with detailed verbal analyses, to maintain focus on
differentiating, as well as to avoid copyright issues
- Qualify significant information at the beginning of the
stem:
Background, opinions, etc,: "According to...., ...."
- Do not introduce unfamiliar vocabulary and concepts in the
test unless there is a relevant stated purpose in the test directions
Alternatives:
- Avoid generalizations that are open to interpretation
- Use the number of alternatives appropriate to a test item
throughout the test, generally three to five (no necessity to use a consistent
number throughout the test)
- Sequence alternatives in logical or numerical order;
Should there be no order, randomly assign correct answers in the sequence
- List alternatives on separate lines, indent, separate by
blank line, use letters vs. numbers for alternative answers
- Pay attention to grammatical consistency of all
alternatives
Keyed (correct) responses
- Vary position in sequence of alternatives
Distractors
- Include common misconceptions as distractors
- Include plausible content or viable cues in each distractor
Consider optional testing formats if distractors are difficult to develop
Avoid meaningless, even humorous distractors
- Re-use key words from the correct alternative to make distractors more
viable
- Avoid "All of the above"
One incorrect distractor eliminates it; two correct distractors identify it
- Use "None of the above" as an effective option for factual
information (historical dates, math, etc.) to make a question more challenging
- Do not use with a negative stem since it becomes a
double-negative
- Do not use "None of the above" in a "best answer" question
Avoiding cheating:
- Develop a pool of questions
- Generate several optional tests
- Distribute randomly
Types of Multiple-choice questions:
Base questions upon,
and
preceded by, a statement, image, map, chart, etc.
Can accommodate alternative learning styles
Use the Roman Type for
comparisons and contrasts
Test stem includes two options, each preceded by a (Roman)
numeral.
Alternatives present optional combinations:
Example:
Which of the following is (are) accurate about...?
- First option
- Second option
- I only
- II only
- Both I and II.
- Neither I nor II.
See also: Kehoe, Jerard, Writing Multiple-Choice Test Items., 1995,
ERIC Clearinghouse on Assessment and Evaluation Washington DC.
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