Constructing Effective Multiple-Choice Items.pptx

Constructing Effective
Multiple-Choice Items
Prepared by:
LUMIGAO JEN

Multiple-Choice Test
- is the most commonly used
format in measuring student
achievements at different levels of
learning.

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.

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.
 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.
 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.
 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.

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.
 The stem should pose the problem completely.
 The stem should be clear and concise.

 Avoid excessive and meaningless use of words in the stem.
 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.

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.

 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.”

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

 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.

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.

 Measures broad samples of content within
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.

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.

 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.

Constructing Effective Multiple-Choice Items.pptx

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Constructing Effective Multiple-Choice Items.pptx