Introduction to Assessment in

Education

Facilitator
Shellon Samuels-White
 Lesson Objectives
At the end of this section, you will be able to :

1.Construct effective multiple choice items.

2.Critique given multiple choice items on their

effectiveness.
CONSTRUCTING GOOD MULTIPLE CHOICE
ITEMS

Facilitator:
Shellon Samuels-White
 STRENGTHS OF M/C ITEMS

✓Simple & Complex learning outcomes can be measured.

✓A broad sample of achievement can be measured.

✓Incorrect alternatives provide diagnostic information.

✓Scoring is easy, objective, and reliable.

LIMITATIONS
1) Constructing good items is time consuming.
2) It is sometimes difficult to find plausible distractors.
3) It can be ineffective in measuring the ability to
organize and express ideas.

4) Scores can be influenced by reading ability.

GUIDELINES FOR WRITING MULTIPLE
CHOICE ITEMS

The construction of multiple choice items

can be difficult and time consuming, yet the
many advantages makes the labour
worthwhile.
 Rule 1:

▪ The stem should stand clear of the choices. Alternatives should be

listed in separate lines, under each another.

▪ Use letters in front of the alternatives (instead of numbers).

EXAMPLE
 Rule 2:
The distractors, while incorrect, should be plausible, otherwise students
who do not know the correct answer will spot it.
TO DO THIS:
▪Use common errors as distractors.
▪ Make the alternatives homogeneous (similar).
EXAMPLE

Poorly
constructed

Better in its
construction
 Rule 3:

▪ The stem is stated as a question; using either Best Answer format or Correct
answer format:
✓Best answer format refers to a list of options that can all be correct in the
sense that each has an advantage, but one of them is the best.
✓Correct answer format refers to one and only one right answer.
 Rule 4:

▪ Distractors should be consistent in grammar, structure, and length,

otherwise its different form way prove to be an irresistible clue.
▪ s

▪ Avoid articles “a” or “an” at the end of the stem of the item.
EXAMPLE

Both Poorly
constructed
 Rule 5:

Avoid clues that might enable students to select the correct answer
or to eliminate an incorrect alternative.
These include:
▪Similarity of wording in both the stem and the key.
▪Stating the correct answer in ‘textbook language’
EXAMPLE
 Rule 6:
▪ Options should be put in a; logical order or pattern in displaying
responses. A muddled “order” tends to create unnecessary
confusion. Dates or numbers should be put in sequence. (NB.
Except for in computerized assessments).

▪ However, where there is no logical order, the position of the key

should be random.
EXAMPLE

Chronologically
Ordered

Randomly
Ordered
Rule 7:
Design each test item to
measure an important
learning outcome. Items
should match the testing
objectives.
(Validity, Relevance)
 Relevance
▪ When we assess, test items must
match the objectives they are
designed to measure, in order to be
judged relevant.
▪ Tests should measure what has been
taught and nothing else.
Objective:
Students will be able to add even numbers.

Test item:
Add: 4 + 26 (Relevant)

Add 4 + 26 and write your answer in (a) Words (b)

Standard notation (Irrelevant)
 Validity
Validity is the extent to which the test measures
what it is intended to measure.

Content validity is established by constructing

test items that are congruent with the
objectives. Valid assessments must be reliable.
 Validity
Select the type of assessment that best
measures the intended outcomes directly. E.g.
use supply response type items if supplying the
answer is an important element of the task e.g..
writing/calculating
 Rule 8:
Present a single clearly formulated problem in the stem of the item.
The given task should be so clear that a student can understand it
without reading the alternatives.
TRY THIS!
Cover the alternatives and determine whether it could be answered
without the choices.
EXAMPLE
 Rule 9:
Avoid negatives in the stem because these tend to cause confusion.
State the stem of the item in positive form, wherever possible – it
measures more important learning outcomes.
NOTE
Avoid words like “never” & “always”, Not, because they usually signal
a wrong choice.
 Rule 10:
The option “all of the above”, is generally very uncertain especially
when it is the correct choice. Avoid using “All of the above” as an
alternative.
 Source
Gronlund, N., Waugh, C. (2013) Assessment of student achievement (10th Ed.). Pearson.

Richardson, M. (2008) Classroom testing and evaluation (2nd Ed.). Chalkboard Press