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Multiple Choice: Development of Varied Assessment Tools

The document provides guidelines for developing effective multiple choice assessments, including constructing clear and unambiguous stems, creating plausible distractors that are similar in format and length, and avoiding clues to the correct answer. It also discusses writing higher-order thinking questions based on Bloom's Taxonomy and provides examples of multiple choice questions.

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50 views

Multiple Choice: Development of Varied Assessment Tools

The document provides guidelines for developing effective multiple choice assessments, including constructing clear and unambiguous stems, creating plausible distractors that are similar in format and length, and avoiding clues to the correct answer. It also discusses writing higher-order thinking questions based on Bloom's Taxonomy and provides examples of multiple choice questions.

Uploaded by

Non Say
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Multiple Choice

Development of Varied Assessment Tools


Constructing an
Effective Stem
Stem also known as problem.
1. The stem should be meaningful by itself
and should present a definite problem.
2. Use simple sentence structure or
precise wording.
3. Avoid double negatives.

▪ Don’t use combinations of these words in the same question:


not, no, nor, the -un prefix, etc.

Poor: ‘Which of the following comments would NOT be unwelcome in a


work situation?’

Better: ‘Which of the following comments are acceptable in a work


situation?’
4. The stem should be a question or a
partial sentence.
Constructing Effective
Alternatives
Alternatives composed of the answer and distractors. Also known as
options.
1. All alternatives should be plausible.
2. Alternatives should be stated clearly and
concisely. Keep all answer choices the same
length.
3. Alternatives should be mutually
exclusive.
4. Alternatives should be homogenous in
content.
5. Alternatives should be free from
clues about which response is correct.

It’s therefore important that


alternatives:
have grammar consistent with
the stem.
are parallel in form.
are similar in length.
use similar language
6. Use “all of the above” and “none of the
above” with caution.

All of the Above can be an obvious


give-away answer when it’s not
used consistently. Also, the All of
the Above option can encourage
guessing if the learner thinks one
or two answers are correct.
None of the Above is that you
can’t tell if the learner really knew
the correct answer.
7. The alternatives should be presented
in a logical order.
8. The number of alternatives can vary among items
as long as all alternatives are plausible.
Additional Guidelines

1. Avoid complex multiple


choice items.

2. Keep the specific


content of items
independent of one
another.
Considerations for Writing
Multiple Choice Items that
Test Higher-order Thinking
Bloom’s Taxonomy (Cognitive)
Exercises:

1. California:
a. Contains the tallest mountain in the United States.
b. Has an eagle on its state flag.
c. Is the second largest state in terms of area.
*d. Was the location of the Gold Rush of 1849.
2. Suppose you are a mathematics professor who wants to determine
whether or not your teaching of a unit on probability has had a significant
effect on your students. You decide to analyze their scores from a test they
took before the instruction and their scores from another exam taken after
the instruction. Which of the following t-tests is appropriate to use in this
situation?
*a. Dependent samples.
b. Heterogenous samples.
c. Homogenous samples.
d. Independent samples.
3. What is the average effective radiation dose from chest CT?
a. 1-8 mSv
b. 8-16 mSv
c. 16-24 mSv
d. 24-32 mSv

4. Idaho is widely known for its:


a. Apples.
b. Corn.
*c. Potatoes.
d. Wheat
5. Which of the following artists is known for painting the ceiling of
the Sistine Chapel?
a. Warhol.
b. Flinstone.
*c. Michelangelo.
d. Santa Claus.

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