Strategies, Ideas, and Recommendations from the faculty Development Literature Show General Strategies
Multiple-Choice Test Items
Matching Test Items
Post-Test Item Analysis
Sources The Strategies, Ideas and Recommendations Here Come Primarily From: Gross Davis, B. Tools for Teaching. San Francisco, Jossey-Bass, 1993. And These Additional Sources... Clegg, V. L., and Cashin, W. E. "Improving Multiple-Choice Tests." Idea Paper, no. 16. Manhattan: Center for Faculty Evaluation and Development in Higher Education, Kansas State University, 1986. Fuhrmann, B. S. and Grasha, A. F. A Practical Handbook for College Teachers. Boston: Little, Brown, 1983. Jacobs, L. C. and Chase, C. I. Developing and Using Tests Effectively: A Guide for Faculty. San Francisco: Jossey-Bass, 1992. Lowman, J. Mastering the Techniques of Teaching. San Francisco: Jossey-Bass, 1984. Ory, J. C. Improving Your Test Questions. Urbana: Office of Instructional Res., University of Illinois, 1985. Seyer, P. C. Item Analysis. San Jose, Calif.: Faculty and Instructional Development Office, San Jose State University, 1981. Svinicki, M. D. "The Test: Uses, Construction and Evaluation," Engineering Education, 1976, 66(5) 408-411. Welsh, A. L. "Multiple Choice Objective Tests." In P. Saunders, A. L. Welsh, and W. L. Hansen (eds.), Resource Manual for Teaching Training Programs in Economics. New York: Joint Council on Economic Education, 1978. Wergin, J. F. "Basic Issues and Principles in Classroom Assessment." In J. H. McMillan (ed.), Assessing Students' Learning. New Directions for Teaching and Learning, no. 34. San Francisco: Jossey-Bass, 1988. What are the different guidelines in constructing multiple choice type of test?14 RULES FOR WRITING MULTIPLE-CHOICE QUESTIONS.. Use Plausible Distractors (wrong-response options) ... . Use a Question Format. ... . Emphasize Higher-Level Thinking. ... . Emphasize Higher-Level Thinking (continued) ... . Keep Option Lengths Similar. ... . Balance the Placement of the Correct Answer. ... . Be Grammatically Correct.. What is multiple choice and its guidelines?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.
What are the guidelines for constructing matching type of test?Matching questions. Provide clear directions.. Keep the information in each column as homogeneous as possible.. Allow the responses to be used more than once.. Arrange the list of responses systematically if possible (chronological, alphabetical, numerical). What are the three most important rules for designing multiple choice questions?I also interviewed a professor who specializes in writing tests (known as a psychometrician).. Rule #1: Test comprehension and critical thinking, not just recall. ... . Rule #2: Use simple sentence structure and precise wording. ... . Rule #3: Place most of the words in the question stem. ... . Rule #4: Make all distractors plausible.. |