MultipleChoiceItems多项选择题精选课件

1、Multiple-Choice ItemsGlen Hammond, RRC, CAE, CIE8/19/20221Multiple-Choice Items第1页，共37页。Multiple Choice Items 5:50Are selection/recognition/choice itemsare composed of a question or an incomplete statement STEM and a list of alternative responses, OPTIONS; Incorrect responses are DISTRACTERS or FOIL

2、S. The correct answer is the KEY.8/19/20222Multiple-Choice Items第2页，共37页。Example 1 5:50Which of the following is a selection-type item?multiple choiceextended essaycompletionrestricted essay8/19/20223Multiple-Choice Items第3页，共37页。Example 2The highest level of Blooms Cognitive Taxonomy listed here is

3、synthesis.knowledge.application.analysis.8/19/20224Multiple-Choice Items第4页，共37页。M.-C. Parts & Functions p. 50Stem set task or problem to be performedAlternatives suggest responsesDistracters appearing plausible to uninformedKey correct answer should be apparent to those who know course well8/19/202

4、25Multiple-Choice Items第5页，共37页。Directions 5:51For each of the following stems, select the correct or best answer from among the choices presented. Place the letter of your choice in the blank in front of the question circle the letter, underline the answer, mark the corresponding letter or space on

5、 your answer sheet.8/19/20226Multiple-Choice Items第6页，共37页。Considerations 5:51They limit testing to what a student should do rather than what one might do if asked to supply own response.They cannot generally measure problem-solving skills. We get the answers, but not the process the student has gon

6、e through to arrive at the answer.8/19/20227Multiple-Choice Items第7页，共37页。Considerations 5:51They cannot test organization and presentation of ideas. Use essay for those itemsThey cannot test synthesis as cannot any other recognition format, as synthesis is an individual or group creation.They are d

7、ifficult to construct and make believable.8/19/20228Multiple-Choice Items第8页，共37页。M-C may be used to: 5:51measure many different learning outcomes.present a list of similar choices for alternatives.ensure one idea only is being tested.reducing chances of successfully guessing the correct answer: .25

8、 as opposed to .5.reduce the incidence of patterns of answers as might happen in T-F.8/19/20229Multiple-Choice Items第9页，共37页。Use M-C to test: 5:51knowledge of facts, methods, terminology, principles, procedures, systems, frameworksinterpretation or comprehension of informationapplication of informat

9、ion or generalizationsanalysis or evaluation limited degree8/19/202210Multiple-Choice Items第10页，共37页。M-C Construction Rules 5:51-2Test important learning outcomes.Present a single clearly-formulated task in the stem of the question.State the stem in clear, simple language.Put as much of the wording

10、as possible in the stem.State the stem in the positive form, whenever possible.8/19/202211Multiple-Choice Items第11页，共37页。M-C Construction RulesEmphasize NEGATIVE PHRASING whenever it is used in the stem. Preferred form is: All of the following are synonyms for curriculum EXCEPT -.Ensure that the int

11、ended answer is correct or clearly the best answer.Make all alternatives grammatically consistent with the stem of the item and parallel in form.8/19/202212Multiple-Choice Items第12页，共37页。M. C. Construction RulesAvoid verbal clues that might enable students to select the correct answer or to eliminat

12、e an incorrect alternative.similarity of wording in both the stem and correct answer.stating the correct answer in textbook language or stereotyped phraseology.including absolute terms in the distracters: never, always, totally, without exception.8/19/202213Multiple-Choice Items第13页，共37页。M. C. Const

13、ruction Rulesincluding two responses that are all-inclusive: all of the above or none of the above.including two responses that have the same meaning.8/19/202214Multiple-Choice Items第14页，共37页。M. C. Construction Rules Make the distracters plausible and attractive to the uninformed:Use common misconce

14、ptions as distracters.State the alternatives in the language of the student.Use “good-sounding” words accurate, important, key, etc. in the distracters as well as in the correct answer.Make the distracters similar to the correct answer both in length & in complexity of wording.8/19/202215Multiple-Ch

15、oice Items第15页，共37页。M. C. Construction RulesUse extraneous clues in the distracters, such as stereotypical phrasing, scientific sounding answers, and verbal associations with the stem.Make the alternatives homogeneous, but in doing so beware of fine discriminations that are educationally significant

16、.8/19/202216Multiple-Choice Items第16页，共37页。M. C. Construction RulesVary 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 extreme caution.Control the difficult of the item problem in the stem, chang

17、ing the alternatives, or increasing the homogeneity of the options.8/19/202217Multiple-Choice Items第17页，共37页。M. C. Construction RulesVary the position of the correct answer in random order. You may do this by opening a book anywhere and using the numbers on the right as a guide: 1 = A; 3 = B; 5 = C;

18、 7 = D; 9 = E.Ensure each item is independent of the other items in the test.8/19/202218Multiple-Choice Items第18页，共37页。M. C. Construction Rules Use an efficient item format: alternatives listed below each other; letters rather than numbers for indicating different alternatives; if stem is a phrase,

19、begin alternatives with lower-case letters.8/19/202219Multiple-Choice Items第19页，共37页。discriminate and make correct choicescomprehend concepts, principles, and generalizationsmake judgments about choicesinfer & reasoncomputeinterpret new informationapply information & knowledge Uses Observing Directl

20、y 8/19/202220Multiple-Choice Items第20页，共37页。Only Minimally Useful for Inferring: recall with minimum promptsproducing & expressing unique ideasarticulating explanations and giving examplesorganizing personal thoughtsdisplaying thought processes or patterns of reasoning8/19/202221Multiple-Choice Item

21、s第21页，共37页。Advantages of versatility in assessing a variety of instructional objectivesreduction of opportunities for “bluffing” or “dressing up the answer”focus on reading and thinking and not on writing under examination conditionsreduction of chances for obtaining correct answer by blind guessing

22、8/19/202222Multiple-Choice Items第22页，共37页。Advantages of utility in obtaining “diagnostic information” when distracters are based on common student errors and misconceptions.8/19/202223Multiple-Choice Items第23页，共37页。Criticisms of no opportunity to express own thoughtsitems may focus on triviapenalize

23、 those who see “outside the box”reduction but not elimination of guessingbelief that they lead to “standardized” conceptions - oversimplification of ideas8/19/202224Multiple-Choice Items第24页，共37页。 Not Recommended for: problems or questions requiring a single-word or single-number answercomputational

24、 problems in generalquestions with only two plausible answersitems for which writing the answer doesnt take any longer than marking an answer to a multiple-choice item.8/19/202225Multiple-Choice Items第25页，共37页。Criticize this item: 50. multiple choice An undetailed example is a. always used singly, b

25、. ineffective, c. used to generate a sharing experience with the audience, d. usually lengthy.8/19/202226Multiple-Choice Items第26页，共37页。Keyunnecessary to label each item as to typeincomplete stem: no clear task or problemavoid tandem side-by-side arrangement; use parallel one below other formatwatch

26、 exact phrasing in textbook “a sharing experience” capitalized on clang expressions and rote memory rather than understanding and comprehension8/19/202227Multiple-Choice Items第27页，共37页。Keyverbal clues: “undetailed” can be “lengthy”correct answer c is longer than the rest of the items, thus providing

27、 a cluespecific determiner in a make that item easy to eliminate8/19/202228Multiple-Choice Items第28页，共37页。Keyheterogeneous not homogeneous optionshow examples are usedjudgment about desirabilityfunction of examplescharacteristics of an example8/19/202229Multiple-Choice Items第29页，共37页。Word Distracter

28、s So That They:permit those with the minimum desired degree of knowledge to select the correct answerdo not permit those who lack the prerequisite knowledge to select the correct alternative on the basis of testwiseness or superficial clues.8/19/202230Multiple-Choice Items第30页，共37页。Making Distracter

29、s PlausibleUse the students common errors.Use important-sounding words significant, accurate that are relevant to the item stem.Use words that have verbal associations with the item stem political, politician.Use textbook language or other phraseology that has “the appearance of truth.”8/19/202231Multiple-Choice Items第31页，共37页。Making Distracters PlausibleUse incorrect answers that are likely to result from student misunderstanding or carelessness forgets to convert from one unit to another.Use distracters that are homogeneous and similar in cont