Assessment in Learning 1

Report

EMMANUEL JONAS L. BERNARDO

Guidelines in Constructing a
Multiple Choice Test
3. Multiple Choice
- is composed of two parts, a stem that
identifies the question or problem, and a set of
alternatives or possible answers that contain a
key that is the best answer to the questions
and a number of distructors that are plausible
but incorrect answer to the question.
a. The stem of the item should be meaningful by itself
and should present a definite problem.
b. The item stem should include as much of the item as
possible and should be free or irrelevant materials.
c. An item should only contain one correct or clearly
best answer.
d. Items used to measure understanding should
contain some novelty but beware of too much.
e. All distracters should be plausible/attractive.
f. Verbal associations between the stem and the correct
answer should be avoided.
g. The alternative should be arranged logically.
h. Use of special alternatives such as “none of the
above” or “all of the above” should be done
sparingly.
i. Do not use multiple choice items when other types
are more approximate.
4. Essay Type of Test
- is a test that requires the students to compose
responses, usually length up to several paragraphs.

a. Restrict the use of essay questions to those learning

outcomes that cannot be satisfactory measured by
objective items.
b. Construct questions that will call forth the skills in the
learning standards.
Guidelines in Constructing
an ESSAY TYPE oF Test
c. Phrase each question so that student task is clearly
defined or indicate.
d. Avoid the use of optional questions.
e. Indicate the approximate time limit or the number
of points for each questions.
f. Prepare an outline of the expected answer in
advance or scoring rubic.