Creating Multiple-Choice Test Questions

Creating Multiple-Choice Test Questions Ten Essential Rules for Creating Multi-Choice Questions This article covers the basic rules for creating multiple-choice test questions. These types of tests are often undervalued and not often discussed, partly because they are less exciting than some learning and test techniques such as 3-D learning methods. If your work requires you to use test materials, then it is best to reduce or eliminate the errors that can arise from badly-written test questions. The writing rules listed in this article are designed to ensure tests are more precise. The aim is to end up with questions that are understood as they were intended and that the answer choices are clearly-written without providing hints. And, in case you are not very familiar with the terminology that goes with multi-choice questions, this is also explained below. How Multiple-Choice Questions are Made UpThe questions stem. A number of optional answers.Here is a question and some possible answers: The abbreviation ISD stands for which of the following: Irregular System DesignInstructors Systematic Design Instructional Systems Design Irrelevant System DesignIn this, a), b), c) and d) are the answer options, while a), b), and d) are distractors and c) is the right answer. The following are ten important rules. If there are any others you would like to add, please use the comments form ons website.Questions designed to test critical thinking skills and comprehension rather than merely recallSometimes, multi-choice questions attract criticism for testing nothing more than superficial knowledge recall. It is possible to go deeper by asking students to evaluate events or situations, interpret concepts and/or facts, analyze causes and effects, predict outcomes, and draw inferences.The majority of words should be placed in the stem of the questionIf your preference is to use a stem as opposed to a whole question make sure you put most words in the questions stem. This will allow you make answer choices shorter, thereby rendering them easier to read with less room for confusion.Use precise words and make the structure of sentences simpleThe structure of test or exam questions should be simple so that each one can be easily understood. Do your best to be as accurate as you possibly can be. Different words can mean different things depending on their context and how they are used colloquially.Make answer options a similar lengthAlthough this is not necessarily easy, those who are accustomed to taking tests can get clues to the right answer from the length. Frequently, the right answer is the longest one. If you cannot make all answers a similar length, try to write two long answers and two short ones.Do your best to make distractors sound plausibleIncorrect answer options should seem believable. While this can be difficult, it is best not to throw in obvious distractors (also spelled distracters) because this reduces the validity of a test.The order of correct answer options should be mixed upTry to ensure the majority of correct answer options are not, say, a or b. This happens frequently. Spread correct answer options in random order and do not allow them to form a detectable pattern. When you have written a test, go back and do some reordering if needs be.Double negatives should be avoidedThis should not sound like news! Words like no, not and nor should not be combined in sentences, nor with un prefixes. The following question could, for instance, cause confusion for test-takers: which of these situations would not be unpleasant to a workforce? Turn it around to its positive version e.g. which of these situations would be pleasant to a workforce?Try not to trick those taking your testWhile they may have their faults, the purpose of a test is to evaluate knowledge. So, do not use questions or answer choices that could trick a test taker. If a question or answer option is in any way ambiguous, revise it.Be cautious when using All or None as an answer optionA lot of test writers do not like this particular rule because they find ALL or NONE of the above useful when they run short of distractor ideas. However, these do not necessarily help learning. For example, if it is not used in a consistent manner all the ab ove can be a throwaway answer. This option can additionally promote guesswork where a test-taker feels one or more answer is right. A further problem with the answer none is that you cannot judge if the student really does know the right answer.Use a consistent number of answer optionsHaving answer options that go to i for one set of questions and only to d in the next can leave the test-taker not knowing what to expect and it can create a user-interface problem. Studies cannot seem to agree on whether or not it is best to have three, four or five answer options. However, many believe that four options is a fair and realistic number.

The Influence of Teachers Words and Actions

The Influence of Teachers' Words and Actions Teachers can have a huge influence on their students.  This goes much deeper than the lessons they teach. You only have to reflect on your own time in school to realize how positive or negative experiences can stick with you for the rest of your life. Educators need to remember that they hold great power over students in their hands. Words Can Uplift By encouraging a struggling student and explaining how she can be successful, a teacher  can change that student’s career. A perfect example of this happened to my niece. She had moved recently and began attending a new school in ninth grade. She struggled through most of her first semester, earning D’s and F’s. However, she had one teacher who saw that she was smart and just needed some extra help. Amazingly, this teacher spoke to her only once. He explained that the difference between earning an F or a C would require just a bit of extra effort on her part. He promised that if she spent just 15 minutes a day on homework, she would see a huge improvement. Most importantly, he told her that he knew she could do it. The effect was like flicking a switch. She became a straight-A student and to this day loves learning and reading. Words Can Harm By contrast, teachers can make subtle comments intended to be positive but are actually hurtful. For example, one of my best friends in school took  AP classes. She always earned B’s and never stood out in class. However, when she took her AP English test, she scored a 5, the highest possible mark. She also earned 4’s on two other AP exams. When she returned to school after the summer break, one of her teachers saw her in the hall and told her that she was shocked that my friend had earned such a high score. The teacher even told my friend that she had underestimated her. While at first my friend was delighted with the praise, she said that after some reflection, she was annoyed that her teacher didn’t see how hard she had worked or that she excelled in AP English. Years later, my friend now an adult says she still feels hurt when she thinks about the incident. This teacher likely only meant to praise my friend, but this faint praise led to hurt feelings decades after this brief hallway discussion. The Donkey Something as simple as role-playing can bruise a students ego, sometimes for life. For example, one of my students spoke of a former teacher she really liked and admired. Yet, she recalled a lesson he presented that really upset her. The class was discussing the barter system. The teacher gave each student a role: One student was a farmer and the other was the farmer’s wheat. The farmer then traded his wheat to another farmer in exchange for a donkey. My students role was to be the farmer’s donkey. She knew that the teacher simply picked kids at random and assigned them roles. Yet, she said that for years after the lesson, she always felt that the teacher had picked her as a donkey because she was overweight and ugly. Words Stick With Students The example illustrates that a teachers words can really stick with students for their entire lives. I know that I have tried to be more careful with what I tell students each day. I’m not perfect, but I hope that I am more thoughtful and less damaging to my students in the long run.