Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

choice items can be minimized in several ways, such as using
alternative test forms and controlling students’ seating
arrangements.
Writing Limited-Choice Test Questions
In the discussion of limited-choice items below, the term “stem” is
used to refer to the part of the item that asks the question. The
terms “responses,” “choices,” “options,” and “alternatives” are used
to refer to the parts of the item that will be used to answer the
question.
Example
Stem: Who is the author of Jane Eyre
Responses: A) Emily Bronte
B) Charlotte Bronte
C) Thomas Hardy
D) George Elliot
Multiple-Choice Items
Advantages -- Multiple-choice items are considered to be among
the most versatile of all item types. They can be used to test
students’ ability to recall facts as well as their understanding and
ability to apply learning. Multiple-choice items can also provide an
excellent basis for post-test discussion, especially if the discussion
addresses why the incorrect responses were wrong as well as why
the correct responses were right.
Disadvantages -- Unfortunately, good multiple-choice items are
difficult and time-consuming to construct. They may also appear
too discriminating (picky) to students, especially when the
alternatives are well constructed, and open to misinterpretation by
students who read more into questions than is there.
Suggestions for Constructing Multiple-Choice Items
Concerns about the general construction of questions
• Use negatively stated items sparingly. When they are used,
it helps to underline or otherwise visually emphasize the
negative word. Never use the word “not” in a multiple-choice
question.
• Be certain there is only one best or correct response to the
stem.
• Keep the number of alternatives at five or fewer. Beyond
five alternatives, poor alternatives are likely.
• Randomly distribute correct responses among the
alternative positions so that there are no discernible patterns
Section: Student Assessment 159 Chapter 12: Testing Issues