Name: SUGGESTIONS FOR CONSTRUCTING MULTIPLE-CHOICE ITEMS
Uploaded: 2024-09-22
Duration: 2 min 7 s
Description: SUGGESTIONS FOR CONSTRUCTING MULTIPLE-CHOICE ITEMS.

[Audio] Suggestions For Constructing Multiple-choice Items. 

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SUGGESTIONS FOR CONSTRUCTING 
MULTIPLE-CHOICE ITEMS

[Audio] 1. The main stem (the part which contains the premise) of the test item may be constructed in either completion form or question form.. 

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1. The main stem (the part which contains the premise) of the test item may be constructed in either completion form or question form.

[Audio] 2. When the main stem is in completion form, the options should be structural completions of the stem, hence should begin with lower case letters except in the case of proper nouns. If the stem is in question form, the options should each start with a capital letter.. 

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2. When the main stem is in completion form, the options should be structural completions of the stem, hence should begin with lower case letters except in the case of proper nouns. If the stem is in question form, the options should each start with a capital letter.

[Audio] 3. Write the premise as clearly and precisely as possible. Lack of clarity may arise from a variety of sources such as:
inappropriate choice of words, awkward arrangement of words
excessive verbiage.. 

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3. Write the premise as clearly and precisely as possible. Lack of clarity may arise from a variety of sources such as: inappropriate choice of words,  awkward arrangement of words excessive verbiage.

4. For each item, ask yourself: Does the question ensure that the examinee will understand the task he is to perform? 5. Avoid lifting statement verbatim from the text. 6. Avoid using interrelated items.. 

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4. For each item, ask yourself: Does the question ensure that the examinee will understand the task he is to perform?
 5. Avoid lifting statement verbatim from the text.
 6. Avoid using interrelated items.

7. Each question should tap only one ability, as much as possible. In this regard, each question should have only best or correct answer. Double-keyed items affect the validity of a test.. 

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7. Each question should tap only one ability, as much as possible. In this regard, each question should have only best or correct answer. Double-keyed items affect the validity of a test.

8. Avoid indiscriminate use of negative questions, If a negative question is to be used the negative phrasing should be made explicit by underlining or using all capital letters. Double negatives are never necessary because they add confusion and contribute nothing to valid evaluation.. 

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8. Avoid indiscriminate use of negative questions, If a negative question is to be used the negative phrasing should be made explicit by underlining or using all capital letters. Double negatives are never necessary because they add confusion and contribute nothing to valid evaluation.

9. Do not give the answer away: an examinee should get the correct answer to a test question because he has the necessary skill not because of irrelevant clues.. 

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9. Do not give the answer away: an examinee should get the correct answer to a test question because he has the necessary skill not because of irrelevant clues.

10. Construct the options in such a way that They are closely related to each other They have grammatical parallelism The position of the correct answer does not follow a pattern. 

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10. Construct the options in such a way that
 They are closely related to each other They have grammatical parallelism The position of the correct answer does not follow a pattern

11. Do not use “ None of the above”, “All of the above”, or “ None of these” as a distractor. 12. Construct more items that the number required so you can delete poor ones later.. 

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11. Do not use “ None of the above”, “All of the above”, or “ None of these” as a distractor.
 12. Construct more items that the number required so you can delete poor ones later.

SUGGESTIONS FOR CONSTRUCTING 
MULTIPLE-CHOICE ITEMS

 


Suggestions For Constructing  Multiple-choice Items

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3. Write the premise as clearly and precisely as possible. Lack of clarity may arise from a variety of sources such as:
inappropriate choice of words, 
awkward arrangement of words
excessive verbiage.