TEST CONSTRUCTION

1. Multiple-choice
Test
Aco, Lorna
EDYTHA C. BARAQUIO

2. Multiple-choice test
-is the most commonly
used format in
measuring student
achievements at
different levels of
learning.

3. 3 parts of multiple-choice
test:
Stem – represents the problem or
question usually expressed in
completion form or question form.
Keyed option – is the correct answer.
Incorrect options or alternatives –
also called distracters or foil.

4. Example:
What is the most stable
measure of central
tendency?
A. Mean
B. Median
C. Mode
D. Mean and Median

5. General Guidelines in
Constructing Multiple-choice
Test:
Make a test item that is
practical or with real-world
applications to the students.
Use diagram or drawing when
asking question about
application, analysis or
evaluation.

6. When ask to interpret or evaluate
about quotations, present actual
quotations from secondary sources like
published books or newspapers.
Use tables, figures, or charts when
asking questions to interpret.
Use pictures if possible when students
are required to apply concepts and
principles.
List the choices / options vertically not
horizontally.

7. Avoid trivial questions.
Use only one correct
answer or best answer
format.
Use three to five options to
discourage guessing.
Be sure that distracters are
plausible and effective.

8. Increase the similarity of the
options to increase difficulty
of the item.
Do not use “none of the
above” options when asking
for a best answer.
Avoid using “all of the
above” options.

9. Guidelines in Constructing the
Stem:
The stem should be written in
question form or completion form.
Do not leave the blank at the
beginning or at the middle of the
stem when using completion form
of a multiple –choice type of test.

10. The stem should pose the
problem completely.
The stem should be clear
and concise.
Avoid excessive and
meaningless use of words in
the stem.

11. State the stem in positive
form. Avoid using the
negative phrase like “not” or
“except.” Underline or
capitalize the negative
words if it cannot be
avoided.
Avoid grammatical clues in
the correct answer.

12. Guidelines in Constructing
Options:
There should be one correct or best answer
in each item.
List options in vertical order not a horizontal
order beneath the stem.
Arrange the options in logical order and use
capital letters to indicate each option such
as A, B, C, D, E.
No overlapping options; keep it
independent.

13. All options must be homogenous in
content to increase the difficulty of an
item.
As much as possible the length of the
options must be the same or equal.
Avoid using the phrase “all of the
above.”
Avoid using the phrase “none of the
above” or “I don’t know.”

14. Guidelines in Constructing
the Distracters:
The distracters should be
plausible.
The distracters should be equally
popular to all examinees.
Avoid using ineffective distracters.

15. Each distracter should be
chosen by at least 5% of the
examinees but not more than
the key answer.
Revise distracter(s) that are
over attractive to the
teachers. They might be
ambiguous to the examinees.

16. THE END

17. Advantages of Multiple-
choice Test:
Measures learning outcomes from
the knowledge to evaluation
level.
Scoring is highly objective, easy
and reliable.
Scores are more reliable than
subjective type of test.

18. Measures broad samples of
content within a short span of
time.
Distracters can provide diagnostic
information.
Item analysis can reveal the
difficulty of an item and can
discriminate the good and poor
performing students.

19. Disadvantages of Multiple-
choice Test:
Time consuming to construct a
good item.
Difficult to find effective and
plausible distracters.
Scores can be influenced by the
reading ability of the examinees.

20. In some cases, there is more
than one justifiable correct
answer.
Ineffective in assessing the
problem solving skills of the
students.
Not applicable when assessing
the students’ ability to organize
and express ideas.

21. End

22. Evaluation:
1-3. Give the (3) parts of multiple-
choice item.
4-5. Give (1) advantage and (1)
disadvantage of multiple-
choice test.
6-10. Construct (1) multiple-choice
item.