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Vanderbilt University is committed to principles of equal opportunity and affirmative action. ����P`� ��� >����|g���x�� W�8����Y0Y@bۜ+Ȣj1�/�=L�6��y�n�e���� ��Q>�sCѹ��g1K~qj>x����ᰰ*��cwh8�8~�P@q(��� )��IST�n���v4U��Q�z�M&[���1�d���W�K(��2�P�ė��^�_x_���96|�q�ӎ�hN��$�i{�w��en�D�������n}��w���l� ��. What is Service Learning or Community Engagement? The CFT has prepared guides to a variety of teaching topics with summaries of best practices, links to other online resources, and information about local Vanderbilt resources. See some of the exam questions below that we have collected from various sources. The number of alternatives can vary among items as long as all alternatives are plausible. !t�\�#�2��� d���Q��SN��Z�L�]��8Q_��+����q%����A$�Q����@i��0�^-�R�"–��yݡz����N��6eF���O��8K?� GUIDELINES FOR THE CONSTRUCTION OF MULTIPLE CHOICE QUESTIONS TESTS ��m�Ў���t���(T�wD��}�V!�G��O :�!�E����D��������a��̌��*�� ��m����\��$|�-�ٲ����,�>c���^~��tu��Ѳ4K�g7�1�ziF먣�8�3��^^� Kͤ�/~KA��0td->��j���ݿ8ކ�~"�+�#TYr��$�%Cy75N8`B2a�*�t���}Xin%K9���'��M9�.̗�����J�� �y�h��C�`4�*o �y�F�'>^�B�g�?T��'�ce z�G|05@���I��Bv��*���Q6�Ӂ��A;bm@U����ڻ�/Q�|� ��}'EJ�U��ϊ�G{�W How to Prepare Better Multiple Choice Test Items: Guidelines for University Faculty, 1991. Haladyna, Thomas M. and Downing, S. M.. Validity of a taxonomy of multiple-choice item-writing rules. Keep the specific content of items independent of one another. Guidelines for developing multiple-choice items There are nine primary guidelines for developing multiple-choice items (Gronlund & Linn, 1990; McMillan, 2001). 2. Avoid complex multiple choice items, in which some or all of the alternatives consist of different combinations of options. Presented at the Science and Technology Education Conference, Hong Kong, June 20-21, 2002. A standard multiple-choice question consists of two standard parts: a problem (stem) and a list of suggested solutions (options). �Zm\�'����.SE���7h�A�xS�� w �>!U���-����0>��� �h�0�l��a[!�(жPJ'ZC�߾����0�j�b Z�]%A8���y���A�֪å0�wp!���X�? Burton, Steven J., Sudweeks, Richard R., Merrill, Paul F., and Wood, Bud. %PDF-1.6 %���� How can we construct good multiple-choice items? E��!��n��9�&1�TW�p��.0?=���� Vanderbilt®, Vanderbilt University®, V Oak Leaf Design®, Star V Design® and Anchor Down® are trademarks of The Vanderbilt University. Site Development: Digital Strategies (Division of Communications) Savvy test-takers can use information in one question to answer another question, reducing the validity of the test. Following these guidelines increases the validity and reliability of multiple-choice items that one might use for quizzes, homework assignments, and/or examinations. A standard multiple-choice test item consists of two basic parts: 1) Problem (stem) and 2) List of suggested solutions (alternatives). Haladyna, Thomas M. Developing and validating multiple-choice test items, 2. Keep the specific content of items independent of one another. 1. The stem is best written in the form of a complete question or statement. Cheung, Derek and Bucat, Robert. Diversity & Inclusive Teaching (Archived), Grant Funding Resources for Educational Initiatives, Place-Based and Project-Based Learning (Archived), Best Practices in Community Engaged Teaching, Teaching with Ecological Footprints (Archived), Challenges and Opportunities of Community Engaged Teaching, One-on-One Teaching & Independent Studies, Tips for Teaching Sustainability (Archived), Connect with Vanderbilt Center for Teaching, Site Development: Digital Strategies (Division of Communications), use similar language (e.g., all unlike textbook language. The list of options contains one correct or best option (answer) and a number of incorrect or inferior options (distractors). Guidelines for Constructing Multiple-Choice Items . Writing multiple-choice test items that promote and measure critical thinking. Morrison, Susan and Free, Kathleen. �w���T�n�T`�A�C�v����z6W��~�P�,z�I���_�Y���s�S�j��� �#>� �,L`���oEq��\M,=U3��4hB���Ѩc��&�!H~:��7�@_iO�N��ʢ�7�I�Et�k.Ȉ!C�z��I� v�B�1{գd��G��r���i�L1Y8�@�@ǘ��G�c�|c�͈��M�S&x��-~*��a��u���DD��U��믣���_?���4��'P����MY����Vixk��^2���ܤA��\N|���`? All rights reserved. Accessibility information. Guidelines in constructing multiple choice test - Prepare yourself in preparation for the exam, prepare everything to support the success of the test with a few obstacles. As with “all of the above” answers, a sophisticated test-taker can use partial knowledge to achieve a correct answer. endstream endobj 241 0 obj <>stream Many users regard the multiple-choice item as the most flexible and probably the most effective of the objective item types. 240 0 obj <>stream A�$�ȉ>����ýB��r,ܺ,I���SZѰhp>Xc&dm4��p�$��Y�/�ե� p�"�)�2��4�h�Kt�x����'�/>֋o�?x��x^�G*ʺ8��`Ka ��,��n�9�8��orv��/���&M�U��$�#��_��������I**��bjS����q�_��

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