Anonymous (XXXX) Rubric scoring and item writing.pdf

Common Flaws in Multiple-choice Items and Tests
1. Weak Stem: the stem should present a clearly-defined problem, usually specific enough to stand
alone as a completion item.
2. Heterogeneity of Options: the choices should all be of a similar nature, otherwise one or more will
be implausible.
3. Grammatical Cues: all options should be grammatically consistent with the stem.
4. Lack of Parallelism: the logical flow of both grammatical construction and ideas should be
consistent from the stem to each option.
5. Complicated Stem: stems which include several ideas can be open to different interpretations by
different examinees.
6. Complicated Options: it is usually too difficult a task to make a rapid comparison among
complex options.
7. Explanatory Stem: stems which "teach" material not necessary to the question serve no useful
measurement purpose and waste measurement time.
8. Negatively Stated Stem: stems usually present the task of choosing the "correct" or "best"
option; a change in the ground rules should be avoided and, if one is necessary, the change should
be emphasized.
9. Repetition of Option Lead-ins: if all options begin with the same wording, it should be included
at the end of the stem.
10. Specific Determiner: words or phrases which tend to be present in only true or only false
statement should be avoided in the options.
11. Choices Not at the End of the Stem: items should be written so that the natural location of the
answer is at the end of the stem.
12. More than One Acceptable Answer: only one option should be best; the others should be clearly
unacceptable.
13. Use of "All of the Above" as an Option: this option will likely be selected when at least two of
the others are correct, allowing the examinee to receive credit for partial knowledge.
14. Clues from Other Items: no item should be answerable through the use of information tcontained
in other items.
15. Pattern of Keyed Answers: the position of the keyed option should not follow any discernable
rule throughout the test; the keyed position should be determined randomly or by a consistent
practice such as placing all options in alphabetical or numerical order for each item.
16. Over-inclusive Options: if one or more options cover all possibilities, the choice will likely be
made ignoring the other options.
17. Inconsistent Lengths of Options: usually the longer option tends to be the correct one.