CHECKLIST FOR QUIZ AND EXAMS
Multiple-Choice Test Items
___ When possible, stated the stem as a direct
_ question rather than as an incomplete
statement.
___ Presented a definite, explicit and singular
_ question or problem in the stem.
___ Eliminated excessive verbiage or irrelevant
_ information from the stem.
___ Included in the stem any word(s) that might
_ have otherwise been repeated in each
alternative.
___ Used negatively stated stems sparingly. When
_ used, underlined and/or capitalized the
negative word(s).
___ Made all alternatives plausible and attractive to
_ the less knowledgeable or skillful student.
___ Made the alternatives grammatically parallel
_ with each other, and consistent with the stem.
___
Made the alternatives mutually exclusive.
_ _ "all," "always," "none," "never," etc., and
___ When possible, presented alternatives in some
_ logical order (e.g., chronologically, most to
least).
___ Made sure there was only one correct or best
_ response per item.
___ Made alternatives approximately equal in
_ length.
___ Avoided irrelevant clues such as grammatical
_ structure, well known verbal associations or
connections between stem and answer.
___
Used at least four alternatives for each item.
_ write the answer.
___ Randomly distributed the correct response
_ among the alternative positions throughout the
test having approximately the same proportion
of alternatives a, b, c, d, and e as the correct
response.
___ Used the alternatives "none of the above" and
_ "all of the above" sparingly. When used, such
alternatives were occasionally the correct
response.
True-False Test Items
Based true-false items upon statements that
___ are absolutely true or false, without
_ qualifications or exceptions.
___ Expressed the item statement as simply and as
_ clearly as possible.
___
Expressed a single idea in each test item.
_
___ Included enough background information and
_ qualifications so that the ability to respond
correctly did not depend on some special,
uncommon knowledge.
___ Avoided lifting statements from the text,
_ lecture or other materials.
___ Avoided using negatively stated item
_ statements.
___
Avoided the use of unfamiliar language.
_
___ Avoided the use of specific determiners such as
qualifying determiners such as "usually,"
"sometimes," "often," etc.
___ Used more false items than true items (but not
_ more than 15% additional false items).
Matching Test Items
___ Included directions which clearly stated the
_ basis for matching the stimuli with the
response.
___ Explained whether or not a response could be
_ used more than once and indicated where to
___
Used only homogeneous material.
_
___ When possible, arranged the list of responses in
_ some systematic order (e.g., chronologically,
alphabetically).
___ Avoided grammatical or other clues to the
_ correct response.
___ Kept items brief (limited the list of stimuli to
_ under 10).
___
Included more responses than stimuli.
_
___ When possible, reduced the amount of reading
_ time by including only short phrases or single
words in the response list.
Completion Test Items/ Fill in the Blanks/
Identification
___ Omitted only significant words from the
_ statement.
___ Did not omit so many words from the
_ statement that the intended meaning was lost.
___ Avoided grammatical or other clues to the
_ correct response.
Problem Solving Test Items
___ Clearly identified and explained the problem to
_ the student.
___ Provided directions which clearly informed the
_ student of the type of response called for.
___ Stated in the directions whether or not the
_ student must show work procedures for full or
partial credit.

___ ___ Clearly separated item parts and indicated their

Included only one correct response per item.
_ _ point values.

___ ___ Used figures, conditions and situations which

Made the blanks of equal length.
_ _ created a realistic problem.

___ When possible, deleted the words at the end of
_ the statement after the student was presented
with a clearly defined problem.
___ Avoided lifting statements directly from the
_ text, lecture or other sources.
___ Limited the required response to a single word
_ or phrase.
___ Asked questions that elicited responses on
_ which experts could agree that one solution and
one or more work procedures are better than
others.
___ Worked through each problem before
_ classroom administration.

Essay Test Items

___ Prepared items that elicited the type of

_ behavior you wanted to measure.

___ Phrased each item so that the student's task

_ was clearly indicated.

___ Indicated for each item a point value or weight

_ and an estimated time limit for answering.

___ Asked questions that elicited responses on

_ which experts could agree that one answer is
better than others.

___ Avoided giving the student a choice among

_ optional items.

___ Administered several short-answer items rather

_ than 1 or 2 extended-response items.