Enhancing Multiple-Choice Item Writing Skills
Writing Selection Items
Multiple Choice
Reference:
Assessment of Student Achievement, 10
th
edition
By C.Keith Waugh and Norman E. Gronlund
Chapter 6 – Writing Selection
Items (
Multiple Choice)
•
Studying this chapter should
enable you to:
–
Describe the characteristics of
multiple-choice items
–
Describe the strengths and limitations
of multiple-choice items
–
Distinguish between well-stated and
poorly stated multiple-choice items
Chapter 6 – Writing Selection
Items (
Multiple Choice)
•
Studying this chapter should
enable you to (continued):
–
Identify and correct faults in poorly
stated multiple-choice items
–
Match multiple-choice items to
intended learning outcomes
–
Construct multiple-choice items that
are well stated, relevant to
important learning outcomes, and
free of defects
Nature of Multiple-Choice
Items
•
Parts of an Item:
–
Stem - the question or incomplete
sentence.
–
Alternatives - the choices
–
Distracters - the incorrect choices
Uses Of Multiple-Choice Items
•
Remember Items (DOK 1)
–
Measures the degree to which material is
remembered
•
Understand Items (DOK 2)
–
Measures the degree to which material is
remembered and understood
•
Application Items (DOK 3)
–
Measures the degree to which material is
remembered, understood, and can be
applied
Writing Multiple-Choice Items
•
General Rules
–
Nothing in the item should prevent an
informed
student from answering
correctly
–
Nothing in the item should increase the
probability that an
uninformed
student
will answer correctly
Writing Multiple-Choice Items
•
Guidelines when writing items
–
Design each item to measure a learning
outcome
–
Present a single clearly formulated problem in
the stem
–
State the stem in simple, clear language
–
Put as much wording as possible in the stem
–
State the stem in
positive
form, wherever
possible
Writing Multiple-Choice Items
•
Guidelines when writing items
–
Emphasize
negative
wording whenever it is
used in the stem (e.g., bold letters)
–
Make certain that the intended answer is
correct and clearly best
–
Make all alternatives grammatically consistent
with the stem and parallel in form
–
Avoid verbal clues that might enable students
to select the correct answer or to eliminate an
incorrect alternative
Writing Multiple-Choice Items
•
Guidelines when writing items
–
Make the distracters plausible and attractive to
the uninformed
–
Vary the relative length of the correct answer
to eliminate length as a clue
–
Avoid using the alternative
“
all of the above
”
and use
“
none of the above
”
with caution
–
Vary the position of the correct answer in a
random manner
Writing Multiple-Choice Items
•
Guidelines when writing items
–
Control the difficulty of the item either by
varying the problem in the stem or by
changing the alternatives
–
Make certain each item is independent of the
other items in the test
–
Use an efficient item format
–
Follow the normal rules of grammar
–
Break (or bend) any of these rules if necessary
to improve item effectiveness
Explore the nuances of crafting effective multiple-choice items with insights on characteristics, strengths, limitations, and construction guidelines. Understand the nature of parts in MC items, uses based on cognitive levels, and key rules to ensure item validity. Enhance your ability to identify and correct poorly-stated items and align questions with learning outcomes effectively.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
You are allowed to download the files provided on this website for personal or commercial use, subject to the condition that they are used lawfully. All files are the property of their respective owners.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.
E N D
Presentation Transcript
Writing Selection Items Multiple Choice
Reference: Assessment of Student Achievement, 10thedition By C.Keith Waugh and Norman E. Gronlund
Chapter 6 Writing Selection Items (Multiple Choice) Studying this chapter should enable you to: Describe the characteristics of multiple-choice items Describe the strengths and limitations of multiple-choice items Distinguish between well-stated and poorly stated multiple-choice items
Chapter 6 Writing Selection Items (Multiple Choice) Studying this chapter should enable you to (continued): Identify and correct faults in poorly stated multiple-choice items Match multiple-choice items to intended learning outcomes Construct multiple-choice items that are well stated, relevant to important learning outcomes, and free of defects
Nature of Multiple-Choice Items Parts of an Item: Stem - the question or incomplete sentence. Alternatives - the choices Distracters - the incorrect choices
Uses Of Multiple-Choice Items Remember Items (DOK 1) Measures the degree to which material is remembered Understand Items (DOK 2) Measures the degree to which material is remembered and understood Application Items (DOK 3) Measures the degree to which material is remembered, understood, and can be applied
Writing Multiple-Choice Items General Rules Nothing in the item should prevent an informed student from answering correctly Nothing in the item should increase the probability that an uninformed student will answer correctly
Writing Multiple-Choice Items Guidelines when writing items Design each item to measure a learning outcome Present a single clearly formulated problem in the stem State the stem in simple, clear language Put as much wording as possible in the stem State the stem in positive form, wherever possible
Writing Multiple-Choice Items Guidelines when writing items Emphasize negative wording whenever it is used in the stem (e.g., bold letters) Make certain that the intended answer is correct and clearly best Make all alternatives grammatically consistent with the stem and parallel in form Avoid verbal clues that might enable students to select the correct answer or to eliminate an incorrect alternative
Writing Multiple-Choice Items Guidelines when writing items Make the distracters plausible and attractive to the uninformed Vary the relative length of the correct answer to eliminate length as a clue Avoid using the alternative all of the above and use none of the above with caution Vary the position of the correct answer in a random manner
Writing Multiple-Choice Items Guidelines when writing items Control the difficulty of the item either by varying the problem in the stem or by changing the alternatives Make certain each item is independent of the other items in the test Use an efficient item format Follow the normal rules of grammar Break (or bend) any of these rules if necessary to improve item effectiveness
