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    Rules in Creating A Multiple Choice Test

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    Simple Lad
    The document provides information on creating multiple choice tests, including: 1) It outlines 10 rules for creating multiple choice tests, such as testing critical thinking not just recall, using precise wording, and mixing up correct answer orders. 2) It discusses writing multiple choice questions using Bloom's Taxonomy, from remembering to creating, including using charts and transforming verbs. 3) It notes advantages like quick scoring and disadvantages like limited feedback.

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    Rules in Creating A Multiple Choice Test

    Uploaded by

    Simple Lad
    78 views38 pages
    The document provides information on creating multiple choice tests, including: 1) It outlines 10 rules for creating multiple choice tests, such as testing critical thinking not just recall, using precise wording, and mixing up correct answer orders. 2) It discusses writing multiple choice questions using Bloom's Taxonomy, from remembering to creating, including using charts and transforming verbs. 3) It notes advantages like quick scoring and disadvantages like limited feedback.

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    Rules in Creating a Multiple Choice Test

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    The document provides information on creating multiple choice tests, including: 1) It outlines 10 rules for creating multiple choice tests, such as testing critical thinking not just recall, using precise wording, and mixing up correct answer orders. 2) It discusses writing multiple choice questions using Bloom's Taxonomy, from remembering to creating, including using charts and transforming verbs. 3) It notes advantages like quick scoring and disadvantages like limited feedback.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    78 views38 pages

    Rules in Creating A Multiple Choice Test

    Uploaded by

    Simple Lad
    The document provides information on creating multiple choice tests, including: 1) It outlines 10 rules for creating multiple choice tests, such as testing critical thinking not just recall, using precise wording, and mixing up correct answer orders. 2) It discusses writing multiple choice questions using Bloom's Taxonomy, from remembering to creating, including using charts and transforming verbs. 3) It notes advantages like quick scoring and disadvantages like limited feedback.

    Copyright:

    © All Rights Reserved
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    of 38

    Rules in Creating

    a Multiple Choice
    Test

    Darryl Earl O. De Jesus


    Outline
     What is a multiple choice
     Anatomy
     Rules in making multiple choice test
     Making Multiple choice test following HOTS of
    Bloom’s taxonomy
     Advantages and Disadvantages
    What is
    multiple
    choice test?
    ANATOMY OF A MULTIPLE CHOICE
    QUESTION

    Key
    History
    Frederick J. Kelly
     The father of multiple choice
    testing.
     Was the first to use such items as
    part of a large scale assessment.
     Wrote The Kansas Silent Reading
    Test
    They can be used to assess
    students' ability to:
     recall information;
     interpret graphs and diagrams;
     understand concepts;
     discriminate between fact and opinion;
     make inferences from data; and
     solve problems.
    Rules to follow when Creating a
    Multiple Choice Test
     #1: Test comprehension and critical thinking, not just recall
     #2: Use simple sentence structure and precise wording
     #3: Place most of the words in the question stem
     #4: Make all distractors plausible
     #5: Keep all answer choices the same length
     #6: Avoid double negatives
     #7: Mix up the order of the correct answers
     #8: Keep the number of options consistent
     #9: Avoid tricking test-takers
     #10: Use ‘All of the Above’ and ‘None of the Above’ with
    caution
    Writing multiple choice questions
    using Bloom’s Taxonomy
    Multiple choice test items following
    the higher order thinking skills of
    Bloom’s taxonomy. Higher-level
    doesn’t simply ask for a definition.
    Rather, it assesses what people can
    do with that definition. If they don’t
    know the definition, they will have a
    much more difficult time answering.
    The higher-level question better
    aligns with the real-life and job-task-
    specific learning objective.
    Remembering
    The learner's ability to retain and recall information. This usually
    comes in the form of recognition, retrieving, or listing.

    Comprehending
    The knowledge of the five stages of the creative process must be
    recalled (knowledge), and the student is tested for an
    understanding (comprehension) of the meaning of each term.

    Applying
    This asks learners to use information that they already have
    gained, in order to solve a problem that may be similar in nature.
    This involves implementation of prior knowledge and skills.
    Analysis
    In this process, learners will have to break down the data
    that was provided in order to fully grasp the content (as it is
    now in more manageable parts). This usually requires
    learners to use comparative and/or deconstruction skills.

    Evaluating
    This requires that learners have a reason behind the course
    of action that they took and involves experimentation and
    hypothesis. In this process, the student is asked to critique
    or summarize information.

    Creating
    Generating new ideas or products.
    Ways when writing a Multiple-Choice Test
    Based on The Revised Bloom's Taxonomy
     Always use plausible incorrect answers in the
    questions

    Test creators have to make them plausible so that they


    are able to test the students’ ability to remember the
    information and apply it to the problem. This is the only
    true way to gauge if a learner fully understands the
    concept.
     Integrate charts into the exam

    Include charts or graphs in your test, which


    will force the learner to use
    their analyzing skills. By having them
    interpret the data, they will be tested on
    whether or not they have really absorbed the
    information.
     Transform the verb

    If the test creators want to include a divergent


    thinking question on their test, they can
    generally accomplish this by turning it into a
    noun. For example, if they are trying to test a
    learner's ability to describe a scientific
    process, students must choose the best
    description for it. This can be used to test both
    their creating and evaluating skills.
     Create examples or stories to test their
    understanding abilities

    Write out detailed stories or examples that the learner must


    read before answering corresponding multiple-choice
    questions. This will not only test their understanding ability,
    but their analyzing skills as well. Teachers can also make the
    learner tap into their remembering or applying abilities if the
    teacher create a story or example that asks them to draw
    upon knowledge they've already acquired.
     Use multilevel thinking

    These are the questions that include wording such as “the


    most appropriate” or “most important”. Such questions
    serve to test the learners’ judgment skills or understanding
    of an in-depth subject.
    Advantages
    and
    Disadvantages
    Advantages
     Quick and easy to score, by hand or electronically.
     “good” items may be stored in an item bank and reused
     Can cover lots of content areas on a single exam and still
    be answered in a class period.
     Difficulty can be manipulated by adjusting similarity of
    distractors.
     Less influenced by guessing than true-false.
     Scoring is objective and reliable.
    Disadvantages
     Provide unprepared students the opportunity to guess, and
    with guesses that are right, they get credit for things they
    don’t know
     Take time and skill to construct (especially good
    questions)
     Limited feedback to correct errors in student
    understanding
     Measuring ability to organize and express ideas is not
    possible
     Results may be biased by reading ability or test- wiseness
    Reliability
     is defined as the degree to which a test consistently
    measures a learning outcome. Multiple choice test items
    are less susceptible to guessing than true/false questions,
    making them a more reliable means of assessment. The
    reliability is enhanced when the number of multiple
    choice items focused on a single learning objective is
    increased. In addition, the objective scoring associated
    with multiple choice test items frees them from problems
    with scorer inconsistency that can plague scoring of essay
    questions.
    Validity
     Is the degree to which a test measures the learning
    outcomes it purports to measure. Because students can
    typically answer a multiple choice item much more quickly
    than an essay question, tests based on multiple choice
    items can typically focus on a relatively broad
    representation of course material, thus increasing the
    validity of the assessment.
    Versatility
     Multiple choice test items can be written to assess various
    levels of learning outcomes, from basic recall to
    application, analysis, and evaluation. Because students are
    choosing from a set of potential answers, however, there
    are obvious limits on what can be tested with multiple
    choice items. For example, they are not an effective way
    to test students’ ability to organize thoughts or articulate
    explanations or creative ideas.
    Examples of Multiple choice test
    following Bloom’s taxonomy
    Remembering:
    1. In the area of physical science, which one of the following
    definitions describes the term “polarization”?

    A. The separation of electric charges by friction.


    B. The ionization of atoms by high temperatures.
    C. The interference of sound waves in a closed chamber.
    D. The excitation of electrons by high-frequency light.
    E. The vibration of transverse waves in a single plane.*
    Remembering:
    2. Who is the author of "Das Kapital“?

    A. Mannheim
    B. Marx*
    C. Weber
    D. Engels
    E. Michels
    Remembering:
    3. In which of these time period was World War II
    fought?

    A. 1914-1917
    B. 1929-1934
    C. 1939-1945*
    D. 1951-1955
    E. 1961-1969
    Comprehending:
    4. Which one of the following describes what takes place
    in the so-called PREPARATION stage of the creative
    process, as applied to the solution of a particular
    problem?
    A. The problem is identified and defined.
    B. All available information about the problem is
    collected.*
    C. An attempt is made to see if the proposed solution to
    the problem is acceptable.
    D. The person goes through some experience leading to a
    general idea of how the problem can be solved.
    E. The person sets the problem aside, and gets involved
    with some other unrelated activity.
    Comprehending:

    5. Reliability is the same as:


    A. consistency.*
    B. relevancy.
    C. representativeness.
    D. usefulness
    Comprehending:

    6. The termination process is MOST often


    associated with:
    a. Evaluating goals and accomplishments 
    b. Implementing a plan of action
    c. Setting limits
    d. Developing a contract
    Applying

    7. Which one of the following memory systems


    does a piano-tuner mainly use in his
    occupation?
    A. Echoic memory.*
    B. Short-term memory.
    C. Long-term memory.
    D. Mono-auditory memory
    Applying

    8. Mrs. H has had little energy to care for her young children or her
    house since her husband died a few months ago. She has no income and
    little food. The protective service agency has become involved since her
    children were left unsupervised. What is the FIRST goal to work toward
    in implementing a treatment plan for Mrs. H?

    a. Help her grieve her husband's death

    b. Get a volunteer parent aid to help with parenting skills

    c. Help her get AFDC and food stamps

    d. Refer her for medication for depression


    Applying

    9. Explaining a student's poor performance on an exam


    to the unfair
    difficulty level of the questions refers to what kind of
    cause?
     a. immediate, external cause*
     b. immediate, internal cause
     c. developmental cause
     d. necessary and sufficient cause
     e. weak cause
     
    Analysis
    10. [The poem is included here.]

    The chief purpose of stanza 9 is to:

    A. Delay the ending to make the poem symmetrical.


    B. Give the reader a realistic picture of the return of
    the cavalry.
    C. Provide material for extending the simile of the
    bridge to a final point.
    D. Return the reader to the scene established in
    stanza 1.*
    Analysis

    11. In the diagram below, parallel light rays pass through


    a convex lens and converge to a focus.
    They can be made parallel again by placing a:

    A. Concave lens at point B.


    B. Concave lens at point C.
    C. Second convex lens at point A.
    D. Second convex lens at point B.
    Analysis

    12. A seven-year old boy is brought to a child guidance clinic by


    his parents for treatment. The boy is hyperactive, has violent
    temper tantrums, is difficult to control, and gets along poorly
    with his peers. He has a history of a difficult, high forceps
    delivery, projectile vomiting, and was a fussy, irritable baby. The
    social worker should:

    a. Refer the child to a neurologist

    b. Begin psychotherapy with the parents

    c. Ascertain what the parents have done to reinforce this behavior


    d. See the parents and child together for therapy
    Evaluate

    13. Consider the question, "What is meant by the charge that


    utilitarianism is too demanding?“

    Now suppose the following answer is given:

    "Utilitarianism requires moral people to respond to important moral


    concerns such as helping the less fortunate, while allowing immoral
    people to pursue their careers, family lives, and personal projects." What
    is wrong with this answer?

    A. Nothing - that answer is correct.


    B. It falsely describes what utilitarianism requires of moral people.
    C. It falsely describes what utilitarianism allows of immoral people.*
    D. It relies on a false dichotomy between moral people and immoral
    people
    Evaluate

    14. A fourteen year old girl refuses to attend school despite pleading by both of
    her parents. A physical examination reveals no medical problem, and a joint
    assessment by the social worker and psychiatrist indicates no apparent reactive
    element instigating the sudden school avoidance. The girl appears depressed; she
    herself is unsure of why she is not attending school. The BEST intervention by the
    social worker is to:

    a. Recommend that the girl remain home for at least another week without
    pressure

    b. Intervene with school authorities to provide her with home tutoring when absent

    c. Urge all concerned to apply pressure to achieve return to school and arrange an
    appointment with the girl

    d. Begin to assist the family to explore alternative schools for possible transfer
    Evaluate

    15. “Students go to school to learn, not to take tests. In addition, tests


    cannot be used to indicate a student’s absolute level of learning. All
    tests can do is rank students in order of achievement, and this relative
    ranking is influenced by guessing, bluffing, and the subjective
    opinions of the teacher doing the scoring. The teacher-learning
    process would benefit if we did away with tests and depended on
    student self-evaluation.”

    Which one of the following propositions is most essential to the final


    conclusion?

    A. Effective self-evaluation does not require the use of tests.*


    B. Tests place students in rank order only.
    C. Test scores are influenced by factors other than achievement.
    D. Students do not go to school to take tests.
    Thank You
    References
     https://facultyinnovate.utexas.edu/sites/default/files/writing-goo
    d-multiple-choice-exams-fic-120116.pdf
     https://www.mcgill.ca/skillsets/files/skillsets/mcq_handout3.pdf
     https://webcourses.ucf.edu/courses/1246849/pages/examples-of
    -multiple-choice-items-at-the-levels-of-blooms-taxonomy
     https://elearningindustry.com/how-to-write-multiple-choice-que
    stions-based-on-revised-bloom-s-taxonomy
     http://www.personal.psu.edu/faculty/j/5/j5j/psy002/MCQ.html
     https://gradehub.com/blog/using-multiple-choice-questions-usin
    g-blooms-taxonomy/
     https://www.fairtest.org/multiple-choice-tests
     https://www.slideshare.net/pitchacharoenmitmongkol/multiple-c
    hoicequestions

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