The document provides guidance on constructing effective multiple-choice tests. It discusses the strengths and limitations of multiple-choice tests, and guidelines for writing test items. It emphasizes writing clear stems and alternatives that assess different cognitive levels. Distractors should be plausible but incorrect. The summary effectively captures the key topics and purpose of the document in a concise manner.
This document presents information on multiple choice tests. It discusses that multiple choice questions can test a wide breadth of content and objectives in an objective manner. Well-designed multiple choice questions allow for testing recall of facts as well as higher-order thinking if questions are skillfully written. Guidelines are provided for writing effective question stems and alternatives, such as making distractors appealing and grammatically consistent. Both advantages and disadvantages of multiple choice questions are outlined.
Assessment of Learning - Multiple Choice TestXiTian Miran
A powerpoint presentation about the Multiple Choice Test as one of the assessment strategies that can be used by teachers in assessing learners. Also, this includes the introduction, definition, advantages, and limitations of Multiple Choice Test.
This document discusses true/false tests, including:
- True/false questions present declarative statements that students must identify as true or false.
- It provides 11 rules for constructing effective true/false test items, such as avoiding hints, tricky words, double negatives, long sentences, and using a similar number of true and false statements.
- The advantages and disadvantages of true/false tests are mentioned but not described.
This document provides guidelines for constructing different types of assessment items, including true-false, multiple choice, matching, and essay questions. It discusses the advantages and disadvantages of each type. For true-false items, it outlines seven rules, such as avoiding absolute terms like "always" and "never." For multiple choice, it recommends keeping stems and options concise. When constructing matching questions, it suggests including more choices than premises. Essay items allow for assessing higher-order thinking but are time-consuming to score.
This document provides guidance on writing effective multiple choice questions. It discusses the advantages and disadvantages of multiple choice questions, guidelines for constructing item stems and alternatives, and examples of questions at different cognitive levels. The intended learning outcomes are to explain the strengths and weaknesses of multiple choice exams, evaluate existing multiple choice items, and create effective multiple choice items that measure various learning levels. Participants are engaged in revision activities to practice applying the guidelines.
This document discusses different types of tests including true/false, short answer, essay, and matching tests. It provides details on each type, including guidelines for constructing them and advantages/disadvantages. True/false tests can assess basic knowledge but have high guessing rates. Short answer tests reduce guessing and assess lower-level thinking but are time-consuming to score. Essay tests measure higher-order skills but are difficult to score reliably. Matching tests are easy to construct and score but often assess trivial information. Proper construction and clear guidelines are important for all test types.
The document discusses examples of qualitative item analysis of test items. It provides examples of analyzing items based on difficulty index, discrimination index, and effectiveness of distractors. Based on the analysis, the teacher would decide to retain, revise, or reject each item. For ambiguous, miskeyed, or guessing items, the conclusion is usually to revise or reject the item. For difficult items with good discrimination, the conclusion may be to retain but modify distractors. The analysis helps teachers improve the quality of test items.
This document provides information about multiple choice tests:
- Multiple choice tests consist of stems presenting a problem or incomplete statement, followed by a set of options from which the test taker must select the correct answer. They are commonly used for educational and other types of assessments.
- Advantages include the ability to test a wide range of material efficiently. Disadvantages are that they are best for testing lower-order thinking skills and may be ambiguous.
- Guidelines for constructing high-quality multiple choice questions include basing each item on a clear problem, including relevant information in the stem, stating stems positively, writing alternatives clearly and concisely, and making alternatives mutually exclusive.
This document presents information on multiple choice tests. It discusses that multiple choice questions can test a wide breadth of content and objectives in an objective manner. Well-designed multiple choice questions allow for testing recall of facts as well as higher-order thinking if questions are skillfully written. Guidelines are provided for writing effective question stems and alternatives, such as making distractors appealing and grammatically consistent. Both advantages and disadvantages of multiple choice questions are outlined.
Assessment of Learning - Multiple Choice TestXiTian Miran
A powerpoint presentation about the Multiple Choice Test as one of the assessment strategies that can be used by teachers in assessing learners. Also, this includes the introduction, definition, advantages, and limitations of Multiple Choice Test.
This document discusses true/false tests, including:
- True/false questions present declarative statements that students must identify as true or false.
- It provides 11 rules for constructing effective true/false test items, such as avoiding hints, tricky words, double negatives, long sentences, and using a similar number of true and false statements.
- The advantages and disadvantages of true/false tests are mentioned but not described.
This document provides guidelines for constructing different types of assessment items, including true-false, multiple choice, matching, and essay questions. It discusses the advantages and disadvantages of each type. For true-false items, it outlines seven rules, such as avoiding absolute terms like "always" and "never." For multiple choice, it recommends keeping stems and options concise. When constructing matching questions, it suggests including more choices than premises. Essay items allow for assessing higher-order thinking but are time-consuming to score.
This document provides guidance on writing effective multiple choice questions. It discusses the advantages and disadvantages of multiple choice questions, guidelines for constructing item stems and alternatives, and examples of questions at different cognitive levels. The intended learning outcomes are to explain the strengths and weaknesses of multiple choice exams, evaluate existing multiple choice items, and create effective multiple choice items that measure various learning levels. Participants are engaged in revision activities to practice applying the guidelines.
This document discusses different types of tests including true/false, short answer, essay, and matching tests. It provides details on each type, including guidelines for constructing them and advantages/disadvantages. True/false tests can assess basic knowledge but have high guessing rates. Short answer tests reduce guessing and assess lower-level thinking but are time-consuming to score. Essay tests measure higher-order skills but are difficult to score reliably. Matching tests are easy to construct and score but often assess trivial information. Proper construction and clear guidelines are important for all test types.
The document discusses examples of qualitative item analysis of test items. It provides examples of analyzing items based on difficulty index, discrimination index, and effectiveness of distractors. Based on the analysis, the teacher would decide to retain, revise, or reject each item. For ambiguous, miskeyed, or guessing items, the conclusion is usually to revise or reject the item. For difficult items with good discrimination, the conclusion may be to retain but modify distractors. The analysis helps teachers improve the quality of test items.
This document provides information about multiple choice tests:
- Multiple choice tests consist of stems presenting a problem or incomplete statement, followed by a set of options from which the test taker must select the correct answer. They are commonly used for educational and other types of assessments.
- Advantages include the ability to test a wide range of material efficiently. Disadvantages are that they are best for testing lower-order thinking skills and may be ambiguous.
- Guidelines for constructing high-quality multiple choice questions include basing each item on a clear problem, including relevant information in the stem, stating stems positively, writing alternatives clearly and concisely, and making alternatives mutually exclusive.
Guidelines for Constructing Effective Test ItemsKimverly Torres
The document provides guidelines for constructing different types of assessment items including multiple choice, true/false, matching, short answer, and essay items. For multiple choice items, it recommends making all answer options plausible, reducing wordiness, and avoiding obvious correct answers. For true/false items, it advises ensuring statements are entirely true or false and conveying only one idea per statement. Matching items should have no more than 6-7 items and include extra distractors. Short answer items require a scoring key and avoid open-ended questions. Essay items need grading criteria and conditions explained to students.
The document discusses multiple-choice tests, which are commonly used to measure student achievement. It describes the key parts of a multiple-choice question - the stem, correct answer, and distractors. Guidelines are provided for writing effective stems and options, including making distractors plausible and avoiding negative wording. Advantages include objective scoring and measuring a broad sample of content, while disadvantages are the time needed to construct good questions and the potential for guessing.
Binary-choice questions are a type of selected-response item that can assess higher-level reasoning and critical thinking through true/false, yes/no, or other binary options. They are more reliable than other selected-response items and efficient for teachers while still allowing for deep reasoning skills to be measured. When constructing binary-choice items, the document recommends phrasing the question so that a superficial analysis suggests the wrong answer, avoiding negative statements, focusing on one concept per item, and keeping item length consistent.
The document provides guidance on constructing multiple choice questions (MCQs) by outlining general strategies, how to design the stem, and how to design alternatives. General strategies include writing questions throughout the term, instructing students to select the "best answer", using familiar language, and avoiding tricks or negatives. When designing stems, the full problem should be expressed and irrelevant information eliminated. When designing alternatives, there should be 3-5 options, only one best answer, appealing but plausible distractors, and consistent grammar. The choices should also be randomly distributed.
Multiple choice questions can assess different levels of knowledge from simple recall to interpretation and problem solving. They provide flexibility through variations like correct answer, best answer, and interpretive exercises using stimulus materials. Analysis of multiple choice questions focuses on scoring models to determine student achievement and item analysis to evaluate how well questions functioned.
This document provides an outline for a workshop on test construction and preparation. It discusses establishing a table of specifications to guide test development and ensure a balanced assessment. The principles of constructing high-quality test questions aligned to Bloom's taxonomy are explained. Participants will have an opportunity to construct and develop test questions during a workshop session. Common student complaints about test questions are also addressed, such as questions being unrelated to lessons or unclear. Factors to consider when preparing good tests are highlighted.
Identifying Test Objective (Assessment of Learning) - CES report 011114mcdelmundo
This document discusses different types of tests used to assess student learning. It describes single-subject tests that evaluate individual subjects like math or language. It also discusses multi-subject standardized tests that measure learning across subjects based on grade-level norms. Another section covers alternative assessments like projects and portfolios that are designed by teachers. The document provides details on achievement tests, norm-referenced tests, criterion-referenced tests, and other test formats, purposes, and categories. It outlines characteristics of written tests using various question types as well as non-written tests involving physical performance.
This document provides instructions and examples for constructing a completion test, which requires test-takers to fill in blanks with words or phrases. It outlines several rules to follow, such as giving reasonable context for the desired response, avoiding clues in wording or blank length, and arranging items to facilitate scoring. Sample test items are included to demonstrate proper formatting. The goal is to design a test that accurately measures knowledge without unintentionally cueing respondents.
GUIDELINES CONSTRUCTING MULTIPLE CHOICE TEST ITEMS.pdfNinoIgnacio2
The document discusses the multiple choice test format, including its three main parts (stem, keyed option, incorrect options), guidelines for constructing effective multiple choice questions, and advantages and disadvantages. It provides details on writing clear stems and plausible distractors, as well as how to effectively measure learning outcomes while making scoring objective and reliable.
The document provides information on different types of assessment tools:
1) Multiple choice tests, true/false tests, matching tests, completion tests, cloze tests, and essay tests. Advantages and disadvantages of each type are discussed.
2) Guidance is given on writing questions for each test type, including pointers on style, structure, and content.
3) References are provided on assessment and measuring student learning outcomes. The document aims to help in developing different assessment tools.
This document provides guidance on constructing effective test items. It outlines a 4-step process:
1. Planning - Determine content, objectives, item types, and create a blueprint.
2. Preparing - Write items according to the blueprint. Prepare directions, administration instructions, scoring keys, and an analysis chart.
3. Try-out - Administer a preliminary and final tryout on samples to identify flaws and determine item statistics.
4. Evaluation - Analyze items based on difficulty, discrimination, consistency. Determine validity, reliability, and usability of the final test.
This document discusses item analysis, which is a statistical technique used to evaluate test questions and select high-quality items. Item analysis determines the difficulty and discrimination of each question. Question difficulty is measured by the percentage of test-takers who answered correctly. Discrimination refers to a question's ability to differentiate between high-scoring and low-scoring students. Item analysis is used to improve test quality and understand why certain tests predict learning outcomes better than others. The results can identify questions that are too difficult or easy and lack discriminating power for revision or removal from the test.
The document discusses matching test items which involve presenting a column of stimuli on the left side of the page and corresponding responses on the right side that students must match. It provides examples of matching test items and discusses advantages like allowing teachers to cover more content efficiently. Disadvantages include difficulty measuring higher-order learning objectives. Guidelines are provided for writing clear directions and using homogeneous, systematically ordered materials to construct effective matching items.
This document discusses different types of teacher-made assessment tools, including objective and essay tests. It provides details on various types of objective tests such as simple recall tests, completion tests, true-false tests, and constant alternative tests. Guidelines are provided for constructing different types of objective test items, with examples given for each type. The objective tests are designed to test factual knowledge through short answers that can be quickly scored.
Constructing Objective Supply Type of ItemsEzr Acelar
Used in Assessment of Learning 1.
Includes discussion for completion types of tests, short answer items, non-objective supply type, essay type, selected-response types,
The document discusses item analysis, which evaluates test items and the test as a whole. It describes the U-L Index Method for conducting item analysis, which involves separating students into upper and lower scoring groups, tallying responses from each group, and calculating difficulty and discrimination indices. Difficulty index indicates how easy or difficult an item is, while discrimination index shows how well an item distinguishes high-scoring from low-scoring students. Together these can be used to interpret items and determine whether to accept, revise, or discard them. An example analysis is provided to illustrate the process.
Topic: Assembling The Test
Student Name: Naeema Fareed
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This document provides guidance on constructing effective multiple choice test items. It discusses best practices such as using practical stems, 3-5 plausible answer options, avoiding negative wording or grammatical clues in the correct answer, and ensuring distractors are chosen by some test takers. Multiple choice tests can reliably measure learning from knowledge to evaluation, but require time to develop high-quality items and may not assess all skills. Scores depend partly on reading ability and sometimes more than one answer is justifiable.
The document discusses multiple choice questions, including their history, characteristics, advantages, disadvantages, limitations, and tips for writing good questions. It notes that multiple choice questions are widely used in educational testing and can assess a broad range of content efficiently but require careful writing to avoid flaws like grammatical inconsistencies between options. Good questions should sample important concepts and have answer difficulty distributed appropriately.
Guidelines for Constructing Effective Test ItemsKimverly Torres
The document provides guidelines for constructing different types of assessment items including multiple choice, true/false, matching, short answer, and essay items. For multiple choice items, it recommends making all answer options plausible, reducing wordiness, and avoiding obvious correct answers. For true/false items, it advises ensuring statements are entirely true or false and conveying only one idea per statement. Matching items should have no more than 6-7 items and include extra distractors. Short answer items require a scoring key and avoid open-ended questions. Essay items need grading criteria and conditions explained to students.
The document discusses multiple-choice tests, which are commonly used to measure student achievement. It describes the key parts of a multiple-choice question - the stem, correct answer, and distractors. Guidelines are provided for writing effective stems and options, including making distractors plausible and avoiding negative wording. Advantages include objective scoring and measuring a broad sample of content, while disadvantages are the time needed to construct good questions and the potential for guessing.
Binary-choice questions are a type of selected-response item that can assess higher-level reasoning and critical thinking through true/false, yes/no, or other binary options. They are more reliable than other selected-response items and efficient for teachers while still allowing for deep reasoning skills to be measured. When constructing binary-choice items, the document recommends phrasing the question so that a superficial analysis suggests the wrong answer, avoiding negative statements, focusing on one concept per item, and keeping item length consistent.
The document provides guidance on constructing multiple choice questions (MCQs) by outlining general strategies, how to design the stem, and how to design alternatives. General strategies include writing questions throughout the term, instructing students to select the "best answer", using familiar language, and avoiding tricks or negatives. When designing stems, the full problem should be expressed and irrelevant information eliminated. When designing alternatives, there should be 3-5 options, only one best answer, appealing but plausible distractors, and consistent grammar. The choices should also be randomly distributed.
Multiple choice questions can assess different levels of knowledge from simple recall to interpretation and problem solving. They provide flexibility through variations like correct answer, best answer, and interpretive exercises using stimulus materials. Analysis of multiple choice questions focuses on scoring models to determine student achievement and item analysis to evaluate how well questions functioned.
This document provides an outline for a workshop on test construction and preparation. It discusses establishing a table of specifications to guide test development and ensure a balanced assessment. The principles of constructing high-quality test questions aligned to Bloom's taxonomy are explained. Participants will have an opportunity to construct and develop test questions during a workshop session. Common student complaints about test questions are also addressed, such as questions being unrelated to lessons or unclear. Factors to consider when preparing good tests are highlighted.
Identifying Test Objective (Assessment of Learning) - CES report 011114mcdelmundo
This document discusses different types of tests used to assess student learning. It describes single-subject tests that evaluate individual subjects like math or language. It also discusses multi-subject standardized tests that measure learning across subjects based on grade-level norms. Another section covers alternative assessments like projects and portfolios that are designed by teachers. The document provides details on achievement tests, norm-referenced tests, criterion-referenced tests, and other test formats, purposes, and categories. It outlines characteristics of written tests using various question types as well as non-written tests involving physical performance.
This document provides instructions and examples for constructing a completion test, which requires test-takers to fill in blanks with words or phrases. It outlines several rules to follow, such as giving reasonable context for the desired response, avoiding clues in wording or blank length, and arranging items to facilitate scoring. Sample test items are included to demonstrate proper formatting. The goal is to design a test that accurately measures knowledge without unintentionally cueing respondents.
GUIDELINES CONSTRUCTING MULTIPLE CHOICE TEST ITEMS.pdfNinoIgnacio2
The document discusses the multiple choice test format, including its three main parts (stem, keyed option, incorrect options), guidelines for constructing effective multiple choice questions, and advantages and disadvantages. It provides details on writing clear stems and plausible distractors, as well as how to effectively measure learning outcomes while making scoring objective and reliable.
The document provides information on different types of assessment tools:
1) Multiple choice tests, true/false tests, matching tests, completion tests, cloze tests, and essay tests. Advantages and disadvantages of each type are discussed.
2) Guidance is given on writing questions for each test type, including pointers on style, structure, and content.
3) References are provided on assessment and measuring student learning outcomes. The document aims to help in developing different assessment tools.
This document provides guidance on constructing effective test items. It outlines a 4-step process:
1. Planning - Determine content, objectives, item types, and create a blueprint.
2. Preparing - Write items according to the blueprint. Prepare directions, administration instructions, scoring keys, and an analysis chart.
3. Try-out - Administer a preliminary and final tryout on samples to identify flaws and determine item statistics.
4. Evaluation - Analyze items based on difficulty, discrimination, consistency. Determine validity, reliability, and usability of the final test.
This document discusses item analysis, which is a statistical technique used to evaluate test questions and select high-quality items. Item analysis determines the difficulty and discrimination of each question. Question difficulty is measured by the percentage of test-takers who answered correctly. Discrimination refers to a question's ability to differentiate between high-scoring and low-scoring students. Item analysis is used to improve test quality and understand why certain tests predict learning outcomes better than others. The results can identify questions that are too difficult or easy and lack discriminating power for revision or removal from the test.
The document discusses matching test items which involve presenting a column of stimuli on the left side of the page and corresponding responses on the right side that students must match. It provides examples of matching test items and discusses advantages like allowing teachers to cover more content efficiently. Disadvantages include difficulty measuring higher-order learning objectives. Guidelines are provided for writing clear directions and using homogeneous, systematically ordered materials to construct effective matching items.
This document discusses different types of teacher-made assessment tools, including objective and essay tests. It provides details on various types of objective tests such as simple recall tests, completion tests, true-false tests, and constant alternative tests. Guidelines are provided for constructing different types of objective test items, with examples given for each type. The objective tests are designed to test factual knowledge through short answers that can be quickly scored.
Constructing Objective Supply Type of ItemsEzr Acelar
Used in Assessment of Learning 1.
Includes discussion for completion types of tests, short answer items, non-objective supply type, essay type, selected-response types,
The document discusses item analysis, which evaluates test items and the test as a whole. It describes the U-L Index Method for conducting item analysis, which involves separating students into upper and lower scoring groups, tallying responses from each group, and calculating difficulty and discrimination indices. Difficulty index indicates how easy or difficult an item is, while discrimination index shows how well an item distinguishes high-scoring from low-scoring students. Together these can be used to interpret items and determine whether to accept, revise, or discard them. An example analysis is provided to illustrate the process.
Topic: Assembling The Test
Student Name: Naeema Fareed
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This document provides guidance on constructing effective multiple choice test items. It discusses best practices such as using practical stems, 3-5 plausible answer options, avoiding negative wording or grammatical clues in the correct answer, and ensuring distractors are chosen by some test takers. Multiple choice tests can reliably measure learning from knowledge to evaluation, but require time to develop high-quality items and may not assess all skills. Scores depend partly on reading ability and sometimes more than one answer is justifiable.
The document discusses multiple choice questions, including their history, characteristics, advantages, disadvantages, limitations, and tips for writing good questions. It notes that multiple choice questions are widely used in educational testing and can assess a broad range of content efficiently but require careful writing to avoid flaws like grammatical inconsistencies between options. Good questions should sample important concepts and have answer difficulty distributed appropriately.
Tips For Constructing Objective Written Exam QuestionsSoha Rashed
Tips for constructing objective written exams (MCQs, Short answer questions, Modified essay questions, True/False and Matching questions) for assessing medical students.
This document discusses objective tests, including what they are, their categories and types. Objective tests are those where the scoring rules do not allow for subjective judgments. They have selected and constructed response formats. Some common types are true/false, multiple choice, matching, fill-in-the-blank, and labeling. Objective tests are easier to score objectively but can only measure factual knowledge directly. They require careful construction to be effective.
The document provides an overview of effective test construction and evaluation. It discusses principles of test construction, the steps to prepare test questions, and examples of different question formats including multiple choice, true/false, matching, and essay. The presentation emphasizes designing valid and reliable assessments that accurately measure student learning.
An objective test is a test that has predetermined right and wrong answers that can be marked objectively. It includes questions that require selecting an answer from choices, identifying objects or positions, or supplying brief text responses. Objective tests are popular because they are easy to prepare and take, quick to mark, and provide quantifiable results. Common types of objective test questions include true-false items, matching items, multiple choice items, and completion items.
FS 7 Episode 8: My First Assessment ToolJamaica Olazo
The document outlines objectives for an activity which are to: prepare instructional materials for classroom use, demonstrate creativity in preparing materials, and take photos of various materials used at the cooperating school. It also includes a rubric for assessment with ratings from 1 to 5 in various categories including tasks, activities, analysis, reflections, portfolio, and average rating.
This document summarizes four types of language tests: proficiency tests, achievement tests, diagnostic tests, and placement tests. It provides details about each type of test, including their purposes, content, advantages, and disadvantages. Proficiency tests measure overall language ability regardless of training, while achievement tests measure success in achieving course objectives. Diagnostic tests identify strengths and weaknesses, and placement tests are used to assign students to appropriate class levels. The document also discusses additional topics in language testing such as direct vs indirect testing, and objective vs subjective scoring.
This document provides information on alternate-choice items, their nature and variations, advantages and limitations, principles for constructing tests, and tips for test taking. Alternate-choice items include multiple choice, true-false, yes-no, checklist, and other formats that require selecting from two or more options. They can test recall and comprehension efficiently but are more susceptible to guessing than other item types. When constructing tests, items should be clear, concise, free of bias, varied in difficulty, and avoid negatives or complex sentences. Students should read carefully and watch for qualifiers when answering alternate-choice items.
This document is a portfolio created by Orly Abellanosa for her practice teaching. It includes:
- Reflections on her readiness and preparation to teach students.
- Notes about her first experiences at her cooperating school and interactions with her cooperating teacher and students.
- A case study of a teenage student who became pregnant and how it affected her school performance and experience.
The document discusses key aspects of an effective learning environment for students. It emphasizes that the learning environment should include a well-arranged classroom with comfortable furniture, adequate space, and displays for student work. The classroom should also be clean, well-lit, ventilated, and free from distractions. Positive interactions between the teacher and students are important to create a conducive atmosphere for learning. An ideal learning environment encourages active learning, discovery of personal meaning, differences in students, tolerance of mistakes, and cooperative self-evaluation.
Presentation regarding the definition of identification test; advantages & disadvantages; suggestions on how to make good tests.
Disclaimer: I do not claim ownership of the photos used in this slideshow.
The document discusses matching type tests, which measure a learner's ability to identify relationships between sets of items. A matching type test presents two columns, with the first column (premises) numbered and the second column (responses) labeled with capital letters. It is effective for content with parallel concepts and can measure knowledge of terms and definitions, objects and labels, causes and effects, and other relationships. Advantages are objective measurement and comparing ideas, but it may overestimate learning due to guessing and be limited to lower understanding levels. The document provides rules for constructing matching type tests, such as putting more words in column A, arranging column B logically, using numbers for column A and letters for column B, and avoiding patterns in correct
The document discusses authentic performance tasks and provides descriptors for them, including that they address real-world problems, have realistic options and audiences, and serve a genuine purpose. It also introduces the GRASPS framework for designing authentic assessments and provides examples of using this framework to develop scenarios for performance tasks in different subject areas. The key aspects of an authentic task based on GRASPS are identified as the goal, role, audience, situation or context, product or performance, and standards for assessment.
This document discusses different ways to categorize tests, including by mode of response (oral, written, performance), ease of quantification of responses (objective vs. subjective), mode of administration (individual vs. group), test constructor (standardized vs. unstandardized), and mode of interpreting results (norm-referenced vs. criterion-referenced). Tests can be categorized based on whether responses are oral, written, or performance-based. Objective tests with quantifiable responses can be compared to yield scores, while subjective tests allow divergent answers like essays. Tests are also categorized by whether they are administered to individuals or groups, and whether they are standardized with established procedures or unstandardized for classroom use.
The document contains multiple choice questions about various topics related to education including learning, assessment, teaching strategies, learning theories, and philosophers. It does not provide any clear narrative or overall theme to summarize.
Field Study and Pre - Service Teaching Portfolioaleli ariola
This document provides information about Laguna State Polytechnic University, including its vision, mission, goals, and objectives for the Bachelor of Secondary Education program. The university aims to provide advanced education, professional, technological, and vocational instruction. Its mission is to primarily serve the Philippines and global economy. The College of Education is committed to developing students' full potential and equipping them with knowledge, skills, and attitudes for teacher education and related fields to meet changing demands. The Bachelor of Secondary Education program objectives are to produce graduates who can serve as role models, provide a wholesome learning environment, facilitate diverse learning, use various teaching methods and materials, use assessment data to improve plans, and strengthen school-community links.
The document provides an overview of student assessment for a high school. It discusses what assessment is, the assessment process, importance of assessment, functions of assessment, methods of assessment, criteria for choosing assessment methods, and who should be involved in assessment. It also summarizes different types of assessments including informal assessment, formal assessment, portfolios, rubrics, and concept mapping.
This document provides guidance on writing effective assessment questions. It discusses the benefits of including questions in the learning process and research showing improved learning from various question types. It then outlines principles for developing evaluation questions, such as matching question type to skill and carefully constructing questions. The document also covers common question types (e.g. multiple choice, true/false), tips for writing different question types well, and how to score essay questions. The overall aim is to help create high-quality assessment questions that effectively measure learning objectives.
The document discusses multiple choice questions (MCQs) as an assessment method, including their importance, advantages, limitations, and how to properly construct them by writing clear and unambiguous stems and developing distractors. It also covers Bloom's taxonomy of learning domains and Miller's pyramid of clinical competence to determine what aspects should be assessed.
This document provides information and examples for constructing different types of tests, including structured response items, constructed response items, and examples at various cognitive levels. It discusses key characteristics of good tests such as validity, reliability, and usability. Examples of different question types are provided, such as true/false, multiple choice, matching, short answer, and essay. Guidelines are offered for writing effective item stems and response options to avoid issues like negative wording, ambiguity, and guessing. Bloom's taxonomy is referenced for aligning question types and verbs with different cognitive levels.
This document discusses constructing multiple-choice tests and tables of specifications. It begins by listing the objectives of the session, which are to recognize characteristics of multiple-choice questions, follow principles for constructing them, prepare tables of specifications, identify cognitive domains, construct aligned test questions, and understand the importance of specifications and test construction. The rest of the document provides guidance on writing high-quality multiple-choice questions through examples and discussion of stems, alternatives, cognitive levels, and more. It also explains that a table of specifications is a tool for ensuring tests have content validity by mapping competencies to test questions.
This lesson plan teaches high school students how to select evidence from texts to support an argument in an essay. Over three class periods, students will: 1) analyze model examples of selecting evidence, 2) practice the strategy in small groups, and 3) independently apply it to their own writing. The goal is for students to choose several interconnected pieces of evidence that adequately support their argument, rather than forming an argument without considering available evidence.
Common Core Implementation: 3 Keys for Successcatapultlearn
Implementing the Common Core State Standards successfully means more than replacing one set of curriculum maps or pacing plans with another. The standards are important, not because of the specific topics that have to be covered at one grade level or another, but because of the vertical coherence they provide from grade to grade, the clarity and focus they provide across all grade levels, and the insistence on rigor, critical thinking, and real-world problem-solving that is embedded throughout the standards.
In other words, the standards can help us paint a picture for our students and our communities of what 21st century teaching and learning should look like.
Writing good multiple choice test questionsenglishonecfl
Multiple choice tests can effectively and reliably assess student learning when questions are carefully constructed. An effective multiple choice question consists of a clear problem or stem and answer options that include one correct response and plausible distractors. Distractors should represent common student errors to best test understanding. Question structure and wording should avoid inadvertently signaling the right answer. Higher-order thinking can be assessed by requiring students to apply, analyze, or evaluate concepts in their response.
Reply to students Reply to other classmates’ threads, providing .docxchris293
Reply to students
Reply to other classmates’ threads, providing commentary, feedback, suggested reading, or questions for consideration. Reply must be 250 words and provide 1 reference in APA format.
Student 1 Response
Let’s say that you are researching a topic that concerns all fifth-grade students in the United States. Trying to gather data for every fifth-grade student in the United States is not a feasible task. A researcher would not even have access to that many students. A generalization will be concluded about the population that is being studied and that generalization will need an adequate sampling in order to be valid. “The sample is the group of elements or a single element, from which data are obtained” (McMillan, 1996, p. 86). Sampling allows for the study of a part that represents a whole of a population and techniques are needed to ensure that the sample will lead to a valid conclusion. “Sampling techniques tell us how to select cases that can lead to valid generalizations about a population, or the entire group you wish to learn about” Check & Schutt, 2012, p. 91). The sample must be an ideal representation of the population that is being studied. The sample must share the same characteristics of those of the total population (Check & Schutt, 2012).
Before determining the sample, it is important to have a detailed description of the population characteristics that is to form the focus of the study. There are a variety of methods in determining sampling for educational research and the caliber of representatives is based on the sampling procedures used (McMillan, 1996). Check and Schutt (2012) state that an important distinction about samples is whether they are based on a probability or a nonprobability sampling method. When using the probability sampling, the researcher knows in advance the likelihood the any element of a population will be selected for the study (Check & Schutt, 2012). “Probability sampling is a method of sampling in which the subjects are selected randomly in such a way that the researcher knows the probability of selecting each member of the population” (McMillan, 1996, p. 87). The random selection reduces the chance of having systematic bias in the selection elements. Sampling methods that do not let the researcher know in advance the likelihood of selection is called nonprobability sampling methods (Check & Schutt, 2012). “Nonprobability sampling methods can be useful when random sampling is not possible, when a research question does not concern a larger population, and when a preliminary exploratory study is appropriate” (Check & Schutt, 2012, p. 112).
Probability sampling methods are further broken down into types of random sampling. There are four types of random sampling: simple random sampling, systematic random sampling, cluster sampling, and stratified random sampling. Some examples of nonprobability sampling methods include availability sampling, quota sampling, purposive sampling, and sno.
This document provides information on questioning skills for teachers. It discusses the importance of questioning in the learning process and types of questions. Some key points:
- Questioning is an important teaching skill and helps gauge student learning, assist planning, and involve students.
- Questions should include open-ended, closed-ended, probing questions and vary in difficulty based on Bloom's Taxonomy.
- Open-ended questions encourage thinking while closed questions check facts. Probing questions explore details.
- Bloom's Taxonomy organizes question types from basic recall to higher-order thinking, including knowledge, comprehension, application, analysis, synthesis and evaluation.
- Effective questioning increases attainment, enhances retention
The document provides guidance for developing quality assessment items that are testwise, ensure rigor and reliability, and are free from bias. It discusses best practices for constructing multiple choice, true/false, matching, and constructed response items. Key criteria include aligning items to standards, avoiding grammatical cues and implausible distractors, using clear and unambiguous wording, and preventing issues like stereotyping, unfair representation, or use of unfamiliar situations.
This document provides information on test construction. It discusses the key steps in constructing a valid test, which include formulating test objectives based on cognitive learning objectives and creating a table of specifications. It also discusses writing test items, with a focus on constructing high-quality multiple choice items. Guidelines are provided for writing clear stems, plausible distractors, and avoiding common issues. The document emphasizes writing items that measure intended cognitive skills based on a framework like Bloom's taxonomy. It also stresses validating the content and cognitive skills measured by test items.
This document provides information on test construction. It discusses the key steps in constructing a valid test, which include formulating test objectives based on cognitive learning objectives and creating a table of specifications. It also discusses writing test items, with a focus on constructing high-quality multiple choice items. Guidelines are provided for writing clear stems, plausible distractors, and avoiding common issues. The document emphasizes writing items that measure intended cognitive skills based on a taxonomy, such as Bloom's. It also notes the importance of validating items and checking that test construction guidelines were followed.
This document provides information on test construction. It discusses the key steps in constructing a valid test, which include formulating test objectives based on cognitive learning objectives and creating a table of specifications. It also discusses writing test items, with a focus on constructing high-quality multiple choice items. Guidelines are provided for writing clear stems, plausible distractors, and avoiding common issues. The document emphasizes writing items that measure intended cognitive skills based on a taxonomy, such as Bloom's. It also notes the importance of validating items and checking that test construction guidelines were followed.
CM208 ResearchUnit 9 AssignmentThroughout the class you h.docxmonicafrancis71118
This document provides instructions for a research assignment. Students are asked to choose a communication topic from a list provided and design a research study applying one or more research methods covered in class. They must write a 2 page paper answering questions about introducing their topic, conducting a literature review, research purpose, unit of analysis, research question, research design, variables, data collection, important elements of a proposal, feasibility, and challenges of the study. The paper should follow standard formatting guidelines and demonstrate understanding of research design elements discussed in class.
This document provides guidance on constructing effective multiple choice test items. It outlines 20 rules of thumb for writing MC questions, such as keeping stems concise and avoiding double negatives. The document also discusses test structure, including writing clear stems, plausible distractors, and ensuring only one correct answer. Test writers are advised to make all options grammatically consistent and avoid clues, assumptions, or patterns that may enable guessing the right answer.
ASSESSMENT AND EVALUATION IN SOCIAL STUDIES.pptxJunrivRivera
The document provides suggestions for using multiple choice questions to assess higher order thinking skills (HOTS) in social studies. It recommends designing questions that require students to synthesize more information, analyze situations, apply their understanding, and take longer to answer. Examples of effective question types include premise-consequence, analogy, case study, and incomplete scenarios. The document also discusses guidelines for developing matching test items and validating teacher-made tests to ensure they accurately measure learning objectives.
This document provides guidance on creating effective multiple choice questions (MCQs). It defines the components of an MCQ, lists advantages and disadvantages, and relates MCQs to Bloom's Taxonomy of learning objectives. Specific guidelines are given for writing MCQs that assess different cognitive levels, from basic knowledge to higher-order thinking. Key rules are outlined such as using plausible distractors, varying the position of the correct answer, and having other reviewers provide feedback. The goal is to construct reliable and valid MCQs that accurately test students' understanding of course material.
This document provides guidelines for writing effective essay questions to assess student learning. It defines essay questions and outlines the main types: restricted response and extended response. Guidelines are given for constructing clear questions that assess higher-order thinking and provide criteria for grading. Both advantages and disadvantages of essay questions are discussed. Overall, the document advocates that essay questions can effectively evaluate students' reasoning and analytical abilities when guidelines are followed to create valid, reliable and fair assessment.
The document discusses plagiarism, defining it as using another person's ideas, words, or work without giving proper credit. It notes that plagiarism is considered academically dishonest because scholars are expected to do original work. Several examples of plagiarism are provided relating to using words, ideas, processes, results or intellectual property from others without permission or attribution.
SOC110HM Course Paper Guidelines Option 1 Journal A.docxwhitneyleman54422
SOC110HM
Course Paper Guidelines
Option 1: Journal Assignment
Students should keep a journal throughout the semester when they are
exposed to or participate in race-related conversations, taking care not to
reveal names or identities in their entries, unless it was a public event (class
presentation, campus speaker/event, etc.) They should then have a closing
entry (longer than the rest) in which they analyze all preceding entries for
appearances of the 4 frames of colorblindness, as well as analyzing to what
extent the settings in which the entries occurred were multiracial and/or
incorporated diverse viewpoints.
Option 2: Internet Analysis
In consultation with their instructor, students should select a particular
Internet site or group of sites in which race-related postings occur. These
sites must be public-access (e.g., not friends’ Facebook accounts). Students
should use the 4 frames of colorblindness to analyze the content posted, and
choose enough examples of content so that all 4 frames are represented in
the analysis.
Option 3: Media Analysis
In consultation with their instructor, students should select (a) a film that
has race as a major theme (e.g., Crash; Mississippi Burning; A Time to Kill;
American History X); OR (b) a TV program or programs that deal with racial
content (e.g., episode of talk show when race-related theme is considered;
episode of sitcom that confronts race directly); OR (c) 2-3 OpEd pieces in a
mainstream newspaper that discuss race-related issues. The paper should
present quotes that illustrate all 4 frames of colorblindness and analyze
them accordingly.
The next two pages of this handout contain the QEP rubric, upon which the
student’s submission will be graded. Each element will be worth a possible
total of 10 points.
Components Missing Level I Level II Level III
Critical Thinking
Elements
Purpose
The purpose of the paper
should be to evaluate
whether the evidence
collected by the student
mirrors Bonilla-Silva’s
argument about the ubiquity
and perilousness of
colorblindness for society
Identification of purpose is
vague and/or does not
elaborate/exemplify the
purpose.
( ____ points)
Clearly identifies the purpose of
the writing, with only limited
elaboration /exemplification.
( ____ points)
Clearly identifies the purpose of the
writing using elaboration/exemplification
and/or the vocabulary of the discipline
(as appropriate).
( ____ points)
Question at Issue
Is colorblindness the primary
way we as a society deal
with race? Are there
alternative treatments of
race that student
discovers/suggests?
Question is not stated or is not
defined. An attempt to
elaborate/exemplify is vaguely
outlined. Question is not
informed by the vocabulary of
the discipline.
( ____ points)
Clarifies the question through
limited elaboration/
exemplification.
( ____ points)
Clarifies the question through
elabo.
This document provides information on alternate-choice items, their nature and variations, advantages and limitations, principles for constructing tests, and tips for test taking. Alternate-choice items include multiple choice, true/false, yes/no, and checklist items. They are easy to score objectively but difficult to write beyond the knowledge level and more influenced by guessing. When constructing tests, each item should refer to one concept and avoid opinions, negatives, unfamiliar words, and patterns. Test takers should watch for long sentences, thoroughly read statements, and look for qualifiers.
This document provides information and examples of different types of letters. It discusses friendly letters, business letters, and letters students may write. It includes examples of a business letter discussing an order confirmation and a checklist teachers can use to evaluate student letters. The document serves to outline letter formats and provide guidance to students on writing different kinds of letters.
The document discusses different types of language assessment, including diagnostic, formative, and summative assessment used at the beginning, during, and end of instruction. It also lists common assessment tools like observation, checklists, portfolios, and tests. Further, it distinguishes between proficiency tests, achievement tests, diagnostic tests, and placement tests which measure ability, course success, strengths/weaknesses, and appropriate ability level.
The document discusses various works that deal with morality and ethics, including Plato's dialogues, Matthew Arnold's Culture and Anarchy, F. Scott Fitzgerald's The Great Gatsby, Shakespeare's Othello, and an unspecified movie about the clash between capitalism and morality. It also outlines Matthew Arnold's views that literature should possess "high truth" and "high seriousness" while acknowledging its ability to corrupt religion and undermine morality.
This document outlines the key components of developing and implementing an educational syllabus, including defining the context and learners, selecting an appropriate educational setting, establishing goals, constructing the syllabus, and selecting materials and classroom methods such as lessons and tests.
Ralph Waldo Emerson was an American philosopher, poet, and leader of the transcendentalist movement. He was born in 1803 in Boston, Massachusetts and educated at Harvard University and Harvard Divinity School. Emerson published several collections of essays and poems focused on nature, self-reliance, and individualism. He is considered one of the greatest writers and philosophers in American history.
The document discusses objective and subjective methods for measuring performance, with objective measures using tools like stopwatches and tapes to precisely measure elements like time or distance, while subjective measures involve personal judgements of qualities like style that require interpretation; it also notes that measures exist on a continuum between completely objective to highly subjective depending on the sport or skills being assessed.
The document provides an overview of metacognition and strategies for teaching metacognition to students. It defines metacognition as "thinking about thinking" and examines how it is a three-part process of planning, monitoring, and evaluating comprehension. The document recommends modeling metacognitive strategies through think-alouds and provides sample language to use. It also gives examples of lesson plans that teach metacognition and have students apply the strategies to their own reading.
This document defines and provides examples for 20 common idiomatic expressions in English. The expressions cover a range of meanings including: referring to a pleasant place as the "land of milk and honey"; sacrificing oneself as "laying down your life"; taking a risk without knowledge as "a leap in the dark"; relaxing completely as "letting your hair down"; telling obvious lies as "lying through your teeth"; behaving in a superior way as "looking down your nose"; feeling anxious as "looking over your shoulder"; being soft and enjoyable to eat or experience as "melting in your mouth"; blending into the background quietly as "merging into the background"; demonstrating what you say as "putting your money where your mouth is
all
of
green.
all might be Arthur. But the king sat still, and spake not a word,
The document provides a preface and summary for the poem "Sir Gawain and the Green Knight". It discusses the origins and language of the poem, praising the author's style. It summarizes the plot of the poem, in which a mysterious green knight challenges any knight at King Arthur's court to strike him with his axe, with the agreement that the knight will receive the same blow in return a year later. Gawain accepts the challenge and decapitates the green knight, who picks up his head and reminds Gawain of their agreement.
Preparation and evaluation of instructional materialsJhun Ar Ar Ramos
The document discusses instructional materials which are educational resources used to improve student learning. It outlines various types of instructional materials including printed materials, audio aids, visual aids, audiovisual aids, demonstrations, and community resources. The criteria for selecting instructional materials includes appropriateness, authenticity, interest, organization, and cost. Guidelines for using instructional materials include selecting materials, preparing students, guiding students through the experience, and following up after completion.
Memos are used to communicate information within organizations. They typically include a heading with to/from/subject/date, introduction stating the purpose, main points in concise paragraphs or bullet lists, and a close requesting action. Memos should be clear, direct, and concise to inform the reader efficiently. Well-written memos analyze the audience, state the problem and purpose up front, summarize key points, provide supporting details, and close with a call to action.
Essentialism and perennialism are educational philosophies that focus on curriculum. Essentialism emphasizes teaching essential skills and knowledge to prepare students for society, using a structured curriculum focused on core subjects. Perennialism aims to develop students' intellect through studying great works of literature and philosophy that uncover universal truths. Progressivism believes education should engage students through experiences that arise from their own questions, with curriculum based on student interests and active learning methods.
1) The document provides guidance on teaching the present simple tense to students by outlining 10 steps to introduce the key elements of the tense like function, conjugation, affirmative and negative forms, and questions.
2) The steps include introducing actions using examples, explaining daily routines and habits using the first, second, and third person singular forms, and practicing plural forms, negatives, and questions.
3) Providing additional exercises allows students to practice and expand their understanding of the present simple tense in all its forms.
This document outlines a table of specification for a test on adjectives for first year college students. It includes six levels of objectives - knowledge, comprehension, application, analysis, synthesis, and evaluation. For each level, it lists the specific objective, item numbers that correspond to test questions, the number of items, and the percentage of the total test represented by that section. In total, the test will have 90 items covering all levels of understanding adjectives.
Technology has brought both benefits and challenges to society. While technology can enhance communication and access to information, some worry it may replace valuable human interaction over time. There is a concern that overreliance on technology could negatively impact people's ability to engage with others in meaningful ways.
This very short document expresses gratitude to the reader for listening. In a single sentence, it thanks the reader and includes a smiling emoji. The brevity and positivity of the message is conveyed in just a few words.
This document provides guidance on effective demonstration techniques in teaching. It outlines principles for establishing rapport with students, avoiding assumptions of prior knowledge, and focusing on key points. The document also describes steps for planning a demonstration, including clarifying objectives, understanding students' current knowledge, considering alternative approaches, preparing materials, and setting realistic time limits. Additionally, it recommends maintaining a clear tone, simplicity, and focus during a demonstration, while regularly checking for understanding and summarizing key points along the way.
Diction refers to a writer's or speaker's choice of words and style of expression. It has two main meanings:
1) Distinctive vocabulary choices that establish tone and characterization. For example, using many verbs of physical movement suggests an active character.
2) Pronunciation and clarity of speech. This is more precisely called enunciation or articulation.
Diction has multiple aspects, including register (formal vs informal words), word choice, syntax, and eight main elements: phoneme, syllable, conjunction, connective, noun, verb, inflection, and utterance. Imagery refers to the mental pictures or "images" created by descriptive language in poetry or prose.
The document provides guidelines for creating effective exams that accurately assess student learning. It recommends choosing exam question types that align with learning objectives, highlighting how the exam matches course objectives, and writing clear, explicit instructions. It also suggests having another instructor review the exam for clarity, considering the time needed to complete the exam, assigning appropriate point values to question types, and planning how answers will be scored. For multiple choice questions specifically, it lists rules like having only one best answer, writing questions and responses clearly, including plausible distractors, and avoiding grammatical clues to answers.
The document discusses the teaching strategy of Question-Answer Relationship (QAR) to improve students' reading comprehension. QAR helps students understand that answers to some questions can be found directly in the text ("Right There"), some require combining information from different parts of the text ("Think and Search"), and some can be answered based on their own experience or knowledge ("On My Own"). There are four types of questions: Right There, Think and Search, Author and You, and On My Own. To use QAR, the teacher explains the question types, reads a story with students, and asks questions to check students' understanding.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
1. How to Design Effective Multiple-Choice
Tests that Assess Student Learning
March 22, 2010
2. Objectives
• describe strengths and limitations of multiple-choice
tests.
• evaluate appropriate uses of multiple-choice tests.
• explain guidelines for constructing multiple-choice
items.
• learn how to create questions that address the
different levels of Bloom’s Taxonomy.
• review examples of effective and ineffective multiple
choice tests.
• write multiple choice questions at different cognitive
levels.
4. About Multiple-Choice Tests
Students select the correct answer from alternative
responses. Each item has:
•item stem
•correct or keyed option
•several distractor options
Format:
•complete question
•incomplete question
(Clegg & Cashin, 1986)
5. Multiple-choice Test Construction
“… the greater your experience in their construction, the
longer it takes per [multiple-choice] item to construct a
reasonably fair, accurate, and inclusive question.”
- Wilbert J. McKeachie
7. Advantages
Multiple-choice items can provide:
• versatility in measuring all levels of cognitive ability,
• highly reliable test scores,
• scoring efficiency and accuracy,
• objective measurement of achievement or ability,
• a wide sampling of content or objectives,
• a reduced guessing factor compared with true-false items,
and
• different response alternatives which can provide
diagnostic feedback.
(Ory & Ryan, 1993)
8. Limitations
Multiple-choice items:
• are difficult and time-consuming to construct,
• lead an instructor to favor simple recall of facts,
• place a high degree of dependence on the student’s
reading ability and instructor’s writing ability, and
• are particularly subject to clueing. (Students can often
deduce the correct response by elimination.)
(Ory & Ryan, 1993)
9. When to Use
• To assess breadth of learning
• To test a variety of levels of learning
• When you have a large number of individuals taking the
test
• When you have time to construct the test items
• When time is limited for scoring
• When it is not important to determine how well individuals
can formulate their own answer
• When you want to prepare individuals for future
assessments that use a similar format
(Clegg & Cashin, 1986)
11. General Tips for Writing Tests
• Compose test items over time.
• Test what you really want individuals to learn.
• Check borrowed items carefully.
• Create a test bank.
• Start easy to build confidence.
• Get feedback on items.
(Nilson, 2010)
12. Planning a Test
• Use a test matrix or blueprint.
• Identify major ideas and skills
rather than specific details.
• Use Bloom’s cognitive taxonomy
or something appropriate for
your context.
(Nilson, 2010)
13. Test Matrix
Additional Techniques for Writing Multiple-Choice Items:
http://tep.uoregon.edu/resources/assessment/multiplechoicequestions/sometechniques.html
14. Objectives at Different Levels
Level: Knowledge
Objective: State the average effective radiation dose from
chest CT.
What is the average effective radiation dose from chest CT?
A. 1 mSv
B. 8 mSv
C. 16 mSv
D. 24 mSv
15. Objectives at Different Levels
Level: Comprehension and application
Objective: Compare the radiation exposures from
different radiologic examinations.
Which of the following imaging examinations is
associated with the highest effective radiation dose?
A. Abdominal and pelvic multidetector CT
B. Coronary artery multidetector CT
C. Conventional pulmonary angiography
D. Digital pulmonary angiography
16. Objectives at Different Levels
Level: Problem solving
Objective: Explain the effects that various factors have
on radiation dose from chest CT.
Which of the following actions would decrease the
radiation dose from chest CT the least?
A. Decreasing mA from 250 to 125
B. Decreasing kVp from 140 to 120
C. Decreasing the pitch from 2 to 1
D. Decreasing scan time from 1 to 0.5
18. • Write items on significant concepts, not trivial facts.
• Write items that have a definite answer.
• Communicate clearly.
• Don’t give away the answer by including irrelevant
cues in the item.
• Don’t write items that require skills or knowledge
irrelevant to what you are trying to measure.
• Have items reviewed by knowledgeable persons
other than the composer of the question if possible.
(Clegg & Cashin, 1986)
Writing Items
19. Components
Stem: presents the problem
Correct or keyed options: correct option
Distractor options: incorrect options
(Clegg & Cashin, 1986)
20. 1. Choose an important concept
2. Write the stem
3. Write the correct answer (key)
4. Develop distractors
• common misconceptions
• errors that could be made
• plausible, yet less important information
• similar in style, length to the key
• every distractor should be reasonable
Developing an Item
(Clegg & Cashin, 1986)
21. Issues Related to Testwiseness
• grammatical cues
• logical cues
• absolute terms
• long correct answer
• word repeats
• convergence strategy
(Clegg & Cashin, 1986)
22. • options long
• numeric data not stated consistently
• vague terms
• language not parallel
• options in no logical order
• “none of the above” is used
• stems tricky or unnecessarily complicated
• answer to an item is “hinged” to the answer of a
related item
Issues Related to Irrelevant
Difficulty
(Clegg & Cashin, 1986)
23. Writing Stems
• Ensure that the directions in the stem are very clear.
• Include the central idea in the stem instead of the
choices.
• Avoid window dressing (excessive verbiage).
• Word the stem positively, avoid negatives such as
NOT or EXCEPT. If negative words are used, use the
word cautiously and always ensure that the word
appears capitalized and boldface.
(Haladyna, Downing & Rodriguez, 2002)
24. Writing Stems
Avoid statements that fail to present a complete thought or
question.
Schizophrenia
A. is caused by excessive role playing in childhood.
B. causes hallucinations.
C. is a tendency toward ritualistic behavior.
D. is a psychosocial disorder.
Better:
Schizophrenia
A. an alternation between two or more personalities.
B. a tendency toward ritualistic behavior.
C. a fragmentation of psychological functioning.
D. an inability to inhibit emotional outbursts.
(Ory & Ryan, 1993)
25. Writing Stems
Avoid stems that ask for a series of multiple true-false
responses.
Which of the following is true about the middle adult years?
A. It encompasses ages 19 to 30.
B. It is the most conflict-free period of life.
C. It is characterized by dramatic changes in our sense of
values.
D. It is marked by a conflict between intimacy and isolation.
Better:
According to Erickson, the middle adult years are characterized by
the conflict between ____ and ___ .
A. intimacy; isolation
B. generativity; stagnation
C. integrity; despair (Ory & Ryan, 1993)
26. Eliminate excessive wording and irrelevant information.
Sheldon developed a highly controversial theory of personality
based on body type and temperament of the individual. Which of
the following is a criticism of Sheldon’s theory?
A. He was influenced too much by Freudian psychoanalysis.
B.His ratings of physique and temperament were not independent.
C. He failed to use an empirical approach.
D. His research sample was improperly selected.
Better:
Which of the following is a criticism of Sheldon's theory of
personality?
Writing Stems
(Ory & Ryan, 1993)
27. Writing Stems
Include in the stem any word(s) that might otherwise be
repeated in each alternative.
The receptors for the vestibular sense are located
A.in the fovea.
B.in the brain.
C.in the middle ear.
D.in the inner ear.
Better:
The receptors for the vestibular sense are located in the
(Ory & Ryan, 1993)
28. Writing Stems
Use negatively stated stems sparingly. When used,
underline and/or capitalize the negative word.
Which is not a major technique for studying brain function?
A. accident and injury
B. cutting and removing
C. electrical stimulation
D. direct phrenology
Better:
Which is NOT a major technique for studying brain function?
(Ory & Ryan, 1993)
29. Writing Stems
When using incomplete statements avoid beginning with
the blank space.
___ is the least severe form of behavior disorder.
A. Psychosis
B. Panic disorder
C. Neurasthenia
D. Neurosis
Better:
The least severe form of behavior disorder is ___ .
(Ory & Ryan, 1993)
30. Writing Stems
Use familiar language.
According to Freud the raison d’être for hysteria was
A. sexual conflicts.
B. unresolved feelings of guilt.
C. latent tendencies.
D. repressed fear.
Better:
According to Freud hysteria was caused by …
(Ory & Ryan, 1993)
31. Writing Stems
Provide sufficient information in the stem to allow
students to respond to the question.
How many interrelated stages to creative problem solving are
there?
A. Three
B. Four
C. Seven
D. Ten
Better:
The textbook indicates that there are ___ interrelated stages
to creative problem solving.
(Ory & Ryan, 1993)
32. Writing Item Alternatives
• Develop as many effective choices as you can, but
research suggests three is adequate.
• Make sure that only one of these choices is the right
answer.
• Vary the location of the right answer according to the
number of choices
• Place choices in logical or numerical order.
• Keep choices independent; choices should not be
overlapping.
(Haladyna, Downing & Rodriguez, 2002)
33. Writing Item Alternatives
• Keep choices homogeneous in content and grammatical
structure.
• Keep the length of the choices about equal.
• None-of-the-above should be used carefully.
• Avoid All-of-the-above.
• Make all distractors plausible.
• Use typical errors of students to write your distractors.
• Use humor if it is compatible with the teacher and the
learning environment.
(Haladyna, Downing & Rodriguez, 2002)
34. Writing Item Alternatives
• Phrase choices positively; avoid negatives such as NOT.
• Avoid giving clues to the right answer, such as:
ospecific determiners including always, never,
completely, and absolutely.
oclang associations, choices identical to or resembling
words in the stem.
oconspicuous correct choice.
opairs or triplets of options that clue the test-taker to the
correct choice.
oblatantly absurd, ridiculous options.
(Haladyna, Downing & Rodriguez, 2002)
35. Writing Item Alternatives
Make sure there is one correct or best response.
Which of the following does not belong with the others?
A. Wundt
B. Structuralism
C. James
D. Titchener
(Ory & Ryan, 1993)
36. Writing Item Alternatives
Make all alternatives plausible and equally attractive to both less-
knowledgeable and skillful students.
The number of photoreceptors in the retina of each human eye is about
A. 1000,000.
B. 2 million.
C. 115 million.
D. 2.37 billion.
Better:
A. 5 million.
B. 35 million.
C. 65 million.
D. 115 million.
(Ory & Ryan, 1993)
37. Writing Item Alternatives
Minimize the use of the all-of –the-above and none-of-the-above
alternatives.
Problem representation involves
A. determining which factors matter and which do not.
B. the initial state of problem solving.
C. both a and b.
D. neither a nor b.
Better:
A. determining which factors matter and which do not.
B. the initial state of problem solving.
C. reducing the problem to manageable segments.
D. all of the above.
(Ory & Ryan, 1993)
38. Writing Item Alternatives
Use between three and five alternatives for each item.
What function is performed by the sensory neurons?
A. Receive information from the environment.
B. Carry information from the central nervous system to the
muscles.
C. Connect one neuron to another.
D. Are only found inside the brain.
Better:
A. Receive information from the environment.
B. Carry information from the central nervous system to the
muscles.
C. Connect one neuron to another.
(Ory & Ryan, 1993)
39. Writing Item Alternatives
All alternatives should be approximately equal in length.
Latane and Darley smoke-filled room experiment suggested that people are less likely to
help in groups than alone, because people
A. in groups talk to one another.
B. who are alone are more attentive.
C. in groups do not display pluralistic ignorance.
D. in groups allow others to define the situation as a non-emergency.
Better:
Latane and Darley smoke-filled room experiment suggested that people are less likely
to help in groups than alone, because people
A. talk to one another.
B. are less attentive than people who are alone .
C. do not display pluralistic ignorance.
D. allow others to define the situation as a non-emergency
(Ory & Ryan, 1993)
40. Writing Item Alternatives
Make alternatives parallel in construction and consistent with the
stem.
Which of the following is NOT a defense mechanism?
A. Conflict.
B. Repression.
C. Reaction formation.
D. Rationalization.
Better:
A. Rationalization.
B. Repression.
C. Reaction formation.
D. Regression.
(Ory & Ryan, 1993)
41. Writing Item Alternatives
When possible, present alternatives in some logical order (e.g.,
most to least and chronological .)
In the course of a dark adaptation , the eye’s best sensitivity to
wavelength shifts to
A. 580 millimicrons.
B. 477 millimicrons.
C. 505 millimicrons.
D. 600 millimicrons.
Better:
A. 600 millimicrons.
B. 580 millimicrons.
C. 505 millimicrons.
D. 477millimicrons. (Ory & Ryan, 1993)
42. Writing Item Alternatives
Make the alternatives mutually exclusive.
Rods are found in the
A. blind spot.
B. fovea.
C. periphery of the retina.
D. back of the eye.
Better:
A. blind spot.
B. periphery of the fovea.
C. periphery of the retina.
D. cornea.
(Ory & Ryan, 1993)
43. Writing Item Alternatives
Avoid overly wordy alternatives that become confusing and difficult to read.
Flooding differs from systematic desensitization in that
A. the former is based on classical conditioning and the latter on operant
conditioning.
B. systematic desensitization requires insight and the flooding does not.
C. flooding has you start at the top of your fear hierarchy and systematic
desensitization has you start at the bottom and work up gradually.
D. flooding emphasizes the use of cognitions to a much greater extent than does
systematic desensitization.
Better:
Flooding differs from systematic desensitization in that flooding
A. is based on classical conditioning rather than operant conditioning.
B. doesn’t require insight.
C. starts at the top of the fear hierarchy.
D. places greater emphasis on the use of cognitions.
(Ory & Ryan, 1993)
44. Writing Item Alternatives
Avoid irrelevant cues such as grammatical structure, well-known
work associations, or connections between the stem and the
correct answer.
School psychologists who examine and place children in special
education settings often apply the research done by
A. biopsychologists.
B. educational psychologists.
C. clinical psychologists.
D. counseling psychologists.
Better:
School psychologists often apply the research done by
(Ory & Ryan, 1993)
45. Writing Item Alternatives
Avoid language that may offend or exclude a particular group of
individuals.
Which of the following is a characteristic of persons with Down’s
syndrome?
A. Larger than normal head
B. Obesity
C. Oriental-like skin folds over the eyes
D. Above average height.
Better:
A. Larger than normal head
B. Obesity
C. Downward sloping skin fold over the eyes
D. Above average height. (Ory & Ryan, 1993)
47. Critiquing Test Items
Twenty Thousand Leagues Under the Sea is considered to
be:
A. an adventure story.
B. a science-fiction story.
C. an historical novel.
D. an autobiography.
Could be either A or B; should have one best answer.
48. Critiquing Test Items
When a court possesses appellate jurisdiction this means
that it
A. must have a jury.
B. has the power or authority to review and decide
appeals.
C. can conduct the original trial.
D. can declare laws unconstitutional.
The term “appeal” in B is too close to “appellate” in
the stem.
49. Critiquing Test Items
Which of the following men invented the telephone?
A. Bell
B. Morse
C. Pasteur
D. Salk
C & D are not plausible distractors and the answer (A)
is too obvious.
50. Critiquing Test Items
The indicator found by correlating students’ scores on a
classroom math test with their scores on a standardized
math test is called a
A. validity coefficient.
B. index of reliability.
C. equivalence coefficient.
D. internal consistency coefficient.
The end of the stem is “a” which only matches answer
(A).
51. Critiquing Test Items
In order to determine the criterion-related validity of a test,
one would
A. correlate the test scores with an appropriate criterion.
B. correlate the scores from the odd and even items.
C. correlate the scores from forms a & b of the test.
D. correlate the scores from two administrations of the
same test.
“Correlate the” should be included in the stem. Also
both (A) and the stem have the same word, “criterion.”
52. Critiquing Test Items
The state that is not south of the Mason-Dixon line is
A. Mississippi.
B. Florida.
C. Kentucky.
D. Vermont.
“Not south” could trip up students and should be
replaced by “north” OR the negative should be
underlined or highlighted (e.g. “NOT South”). Again,
answer (D) is too easy.
53. Critiquing Test Items
Which one of the following is the best source of heat for
home use?
A. Gas
B. Electricity
C. Oil
D. Geo-thermal
“Best” is too vague. Why not use “cheaper,” “more
efficient,” etc. The answer is also geographically
dependent.
54. Critiquing Test Items
Important early theorists in the psychology of learning
included
A. Ebbinghaus.
B. Thorndike.
C. Pavlov.
D. None of the above.
E. All of the above.
The stem says “theorists” so there must be more than
one. (E) is the right answer. Another problem is the
answer tends to be “all of the above” in this type of
question. If the student can see 2 that are correct, it
must be “all of the above.”
55. Critiquing Test Items
In a normal distribution, the mean and the median are
A. always the same point.
B. never the same point.
C. usually very close to one another.
(A) and (B) are absolutes, which are usually incorrect.
(C) is also longer.
57. Item Analysis
• Review items for accuracy
and formatting
• Have a colleague read
and give feedback
• Item difficulty (percentage
of students who answered
each item correctly)
• Item discrimination
58. Summary
• Multiple-choice tests can be useful measures of learning.
• Write questions to assess the cognitive level of interest.
• Follow guidelines for writing effective multiple choice
questions.
• Review student performance on items and revise exams
as needed.