Source: http://djackson.myweb.uga.edu/9080/Daily/Handouts/MCItemPrinciples.html
Some principles of writing good multiple-choice test items
Big conceptual issues:
Technical issues:
- Analyze what the question is really testing - what would a student have to know, comprehend, or be able to do in order to answer the question correctly?
- Be conscious of asking questions on a variety of cognitive levels (according to Bloom's Taxonomy):
- knowledge (facts, definitions, simple concepts)
- comprehension (more complex concepts, relationships betweeen multiple simple concepts, comparisons and contrasts, alternative descriptions or interpretations of facts and concepts)
- application (using facts and general principles to solve specific problems)
- Note: multiple-choice questions are rarely appropriate for Bloom's analysis, synthesis and evaluation levels
- Make distractors (wrong choices) plausible based on various kinds of anticipated misconceptions, confusions or miscalculations, rather than ridiculous or trivial (unless intended for humorous value - see below).
- Write simply and clearly - avoid possible ambiguity in the meaning of a everyday words, or extremely long questions or answers.
- Check and double-check the logic and understanding required to arrive at a correct answer - avoid ambiguity in the correctness of answers, and explicitly state any substantive assumptions.
- The overall general issue to keep in mind is that the question should allow the students to focus their thought on the substance of the science involved, not other issues.
- Choose and use a consistent number of choices - 4 or 5 is most common and reasonable.
- Vary the order of the correct choice, perhaps actually randomly if possible (except see below).
- Make all choices parallel in grammatical and/or other form.
- Avoid an unbalanced number of different length answers - one should not stand out in a superficial visual inspection.
- If students will handwrite letter choices, insist on block capitals, rather than lowercase, for clarity.
- Avoid any kind of clue that would reward pure "test-wiseness"
- Use choices such as "all of the above," "none of the above," "not enough information is given," etc., regularly or not at all, and place them consistently at the end of the list of choices.
- Avoid logical negatives ("not") in both stem and choices whenever possible. The use of "...except:" in a stem is usually somewhat more clear and therefore more acceptable if necessary.
There are plenty of other websites on that topic like HERE and HERE.
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