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Appendix B
Developing a Test Item Bank
B-2
Figure B-2. Sample multiple choice test item.
Correct Ans
werDistractorsResponsesStem
True-False
The true-false test item consists of a statement followed by an opportunity for the learner to choose whether the statement is true or false. This item type has a wide range of usage. It is well adapted for testing knowledge of facts and details, especially when there are only two possible answers.
The chief disadvantage is that true-false questions create the greatest probability of guessing. Also, true-false questions are more likely to utilize rote memory than knowledge of the subject. In general, therefore, true-false questions are not considered valid (i.e., they do not measure what they are intended to measure.).
To use true-false questions, consider the following guidelines for effective test items:
• Include only one idea in each statement.
• Use original statements rather than verbatim text.
• Make the statement entirely true or entirely false.
• Avoid the unnecessary use of negatives, which tend to confuse the reader.
• Underline or otherwise emphasize the negative word(s) if they must be used.
• Avoid involved statements.
• Keep wording and sentence structure as simple as possible.
• Make statements both definite and clear.
• Avoid the use of ambiguous words and terms (some, any, generally, most times, etc.)
• Use terms which mean the same thing to all learners whenever possible.
• Avoid absolutes (all, every, only, no, never, etc.) These words are known as determiners, because they provide clues to the correct answer.
• Avoid patterns in the sequence of correct responses because learners can often identify the patterns.
• Make statements brief and approximately same length.
• State the source of a statement if it is controversial (sources have differing information).
Multiple Choice
A multiple choice test item consists of two parts: the stem, which includes the question, statement, or problem; and a list of possible responses. Incorrect answers are called distractors. When properly devised and constructed, multiple choice items offer several advantages that make this type more widely used and versatile than either the matching or the true-false items. [Figure B-2]
Multiple choice test questions can help determine learner achievement, ranging from acquisition of facts to understanding, reasoning, and ability to apply what has been learned. It is appropriate to use multiple choice when the question, statement, or problem has the following characteristics:
• Built-in and unique solution, such as a specific application of laws or principles.
• Wording of the item is clearly limiting, so that the learner must choose the best of several offered solutions rather than a universal solution.
• Several options that are plausible, or even scientifically accurate.
• Several pertinent solutions, with the learner asked to identify the most appropriate solution.
B-3
Three major challenges are common in the construction of multiple choice test items. One is the development of a question or an item stem that must be expressed clearly and without ambiguity. A second is that the statement of an answer or correct response cannot be refuted. Finally, the distractors must be written in such a way that they are attractive to those learners who do not possess the knowledge or understanding necessary to recognize the keyed response.
A multiple choice item stem may take one of several basic forms:
• A direct question followed by several possible answers.
• An incomplete sentence followed by several possible phrases that complete the sentence.
• A stated problem based on an accompanying graph, diagram, or other artwork followed by the correct response and the distractors.
The learner may be asked to select the one correct choice or completion, the one choice that is an incorrect answer or completion, or the one choice that is the best answer option presented in the test item.
Beginning test writers find it easier to write items in the question form. In general, the form with the options as answers to a question is preferable to the form that uses an incomplete statement as the stem. It is more easily phrased and is more natural for the learner to read. Less likely to contain ambiguities, it usually results in more similarity between the options and gives fewer clues to the correct response.
When multiple choice questions are used, three or four alternatives are generally provided. It is usually difficult to construct more than four convincing responses; that is, responses which appear to be correct to a person who has not mastered the subject matter. Learners are not supposed to guess the correct option; they should select an alternative only if they know it is correct. An effective means of diverting the learner from the correct response is to use common learner errors as distractors. For example, if writing a question on the conversion of degrees Celsius to degrees Fahrenheit, providing alternatives derived by using incorrect formulas would be logical, since using the wrong formula is a common learner error.
　
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