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Choice Test
Introduction
The multiple – choice test is
regarded as one of the best
forms of testing. This form is
the most valuable and widely
– used in standardized test
due to its flexibility and
objectivity in scoring.
Introduction
The multiple – choice item is
considered somewhat more
difficult to construct than the
other objective items.
However, it is as much more
effective item for measuring
higher cognitive processes.
Introduction
The multiple – choice type of test is a
form of assessment in which students are
asked to select the correct or best answer
out of the choices from the list. It requires
the student to select from the given
options that will make the stem complete
or correct. All incorrect or less
appropriate responses are called
“distracters” or “foils”.
Introduction
Item stem:
•Which of the following is
a chemical change?
Example
Response alternatives:
•A. Evaporation of Alcohol
•B. Freezing of water
•C. Burning of oil
•D. Melting of wax
Introduction
The given options are the
possible answers that the
examinees can choose
from, with the correct answer
called “key”. The minimum
number of options is three
while the maximum is five.
Introduction
In short, each multiple – choice
item consist of a stem and a
series of alternative
responses, one of which is the
correct response. Alternatives
that are incorrect are, for
obvious reasons, called
“distracters”.
Stem
The introductory part of an item is
called the stem, and its functions
are to ask question, set the task to
be performed, or state the problem
to be solved. As a general rule, after
the examinee has read the stem, he
or she should understand the task
at the hand and know what task is
required by the stem.
Stem
The stem is the beginning part of the item
that presents the item as a problem to be
solved, a question asked of the students, or
an incomplete statement to be completed. It
can be presented in three ways: a direction,
an incomplete statement, or a mathematical
equation. If it is an incomplete statement, all
the options or the last one ends with the
period. For elementary students, it is
advisable to use a direct question.
Stem
Example of a direct
question:
•Who is the President of
the Philippines after
EDSA I?
Stem
Example of an incomplete
statement:
•The President of the
Philippines after EDSA I is
Stem
The Connecticut
River originates at
Example: the Connecticut
Lakes in Northern
Vermont.
Stem
Stated this way, the entire item
is more likely to have a clearly –
stated stem and a good set of
alternatives. Then, break the
sentence in the following way to
construct the
alternatives, responses, or
distracters:
Stem The Connecticut River
originates at the
Connecticut Lakes in:
A. Southern Canada
B. Northwestern New
Example:
Hampshire
C. Northern Vermont
D. Northeastern
Connecticut
Stem
A. Southern Canada
B. Northwestern New
Example:
Hampshire
C. Northern Vermont
D. Northeastern
Connecticut
The
Alternatives/Response/
Options
Alternatives/Response/Options
The alternatives
(sometimes called
options) are the
“multiple choices” from
which students select.
Alternatives/Response/Options
Different response
alternatives which can
provide diagnostic
feedback.
Limitations of
Multiple – Choice
Test
This type of test is more
time consuming in terms
of looking for options
that are plausible.
Multiple – choice tests are
ambiguous. Failing to
interpret the question as the
test maker intended can
result in an incorrect
response, even if the test
taker’s response is potentially
valid.
The term multiple guess has
been used to describe this
scenario because test –
takers may attempt to
guess, rather than
determine the correct
answer.
In a multiple – choice
test, a student who is
incapable of answering a
particular question can
simply select a random
answer and still have a
chance of receiving a mark
of it.
It is a common practice of
students who have no time
left to give all the
remaining questions
random answers in the
hope that they will get at
least some of them right.
Test naïve student complain
of more than one defensible
correct answer.
Question form
The main stem of
the test item
may be Completion form
constructed in:
Direction form
Question Form
A.
B.
C.
D.
Completion Form
A.
B.
C.
D.
Direction Form
Add 22 and 43
A.
B.
C.
D.
A. Constructing/Improving the Main Stem
A.6
B.7
C.8
D.9
Improved stem:
A.6
B.7
C.8
D.9
A. Constructing/Improving the Main Stem
Psychology. . .
Poor
A. the people
Better B. electoral College
C. members of Congress
D. the House of
Representatives
A. Constructing/Improving the Main Stem
Alternatives should be
as closely related to
each other as possible.
Constructing/Improving
Alternatives
B. Constructing/Improving Alternatives
Alternatives should be
arranged accordingly
to length: from shortest
to longest or vice versa.
B. Constructing/Improving Alternatives
Poor Better
A.Digestion A.Digestion
B.Relaxation B.Assimilation
C.Respiration C.Respiration
D.Exertion D.Catabolism
B. Constructing/Improving Alternatives
A. 1 – 2 glasses
B. 2 – 3 glasses
C. 3-4 glasses
D. At least 4 glasses
Example
What is the daily minimum
required amount of milk a 10
Better – year old child should drink?
A. 1 glass
B. 2 glasses
C. 3 glasses
D. 4 glasses
B. Constructing/Improving Alternatives
Undesirable Desirable
A. 6 p.m. A. 1 a.m.
B. 9 p.m. B. 6 p.m.
C. 1 a.m. C. 9 a.m.
D. 1 p.m. D. 1 p.m.
E. 6 a.m. E. 6 p.m.
B. Constructing/Improving Alternatives
Poor Better
A. Precision A. Precision
B. Reliability B. Reliability
C. Objectivity C. Objectivity
D. Consistency D. Standardization
B. Constructing/Improving Alternatives
Make alternative
approximately equal in
length.
Example
The most general cause of low
Poor individual incomes in the
United States is
A. Archipelago
B. Peninsula
C. Continent
D. Isthmus
Example
Verbal associations
Poor
The reliability of test can be estimated
by the coefficient of
A. Measurement
B. Correlation
C. Testing
D. Error
Example Connection between
stem and answer
Poor
The height to which a water dam is built
depends on
A. The length of the reserve behind the
dam.
B. The volume of water behind the dam.
C. The height of water behind the dam.
D. The strength of the reinforcing wall.
B. Constructing/Improving Alternatives
Stimulus Material –
Stem – Options
The papers, of course, had been full of
tragedy – glaring headlines, sandwiched
biographies of every member of the
household and the usual familiar tag
about the police having no clue. Nothing
was spared. The war was momentarily
inactive and the newspapers seized with
avidity on this crime in fashionable life:
“the mysterious affair styles” was the topic
of the moment.
From “The Mysterious Affair at Styles” by
Agatha Christie
Why are the newspapers making
The Mysterious Affair at Style
their lead story?
Stem – Options
Which of the following serves
as an example of formative
evaluation?
A. Diagnostic test
B. Entrance test
C. Periodical test
D. Short quizzes
Types of Multiple – Choice Tests
Negative stem/The
Negative Variety
The following are examples of
an adjective EXCEPT
Types of Multiple – Choice Tests
Best Answer/The
Best Answer Variety
Since there is no clear –
cut or well defined
policies on observing
privacy in all
instances, the teacher is
simply required to be
Types of Multiple – Choice Tests
Contained Options
Identify the error in the sentence.
My parents was in
A B
Manila to assist my
C
sister enroll in College.
D
No Error
E
Types of Multiple – Choice Tests
Correct
Answer/Correct
Answer Variety
What is the summer capital
city of the Philippines?
Types of Multiple – Choice Tests
Group Options
Write –
Morse Variety
Write –
The Multiple –
Response Variety
What factors are principally
responsible for the clotting of
blood?
The Incomplete
Statement Variety
Millions of dollars’ worth of
corn, oats, wheat, and rye are
destroyed annually in the U.S.
by:
Types of Multiple – Choice Tests
Substitution
Variety
Types of Multiple – Choice Tests
The Incomplete –
Alternative
Variety
An apple that has a sharp, pungent, but not
disagreeably sour or bitter, taste is said to be [4]
A. P
B. Q
C. T
E. V
F. W
(The numeral in the parentheses indicates the
number of letters in the correct answers which in
this case is “tart”)
Types of Multiple – Choice Tests
The Combined –
Response Variety
Scoring the Multiple –
Choice Tests
Children below the fourth
grade should probably
answer questions on the
test booklet itself rather
than on a separate sheet.
A separate sheet is an
advantage to older children
since the scoring time, and
the scoring and counting of
errors can be reduced. It can
also facilitate the analyzing
of the class’ response to
each item for diagnosis.
Determining the
optimal number of
options
The number of items
on a test and the
number of
alternatives for each
item affect the
accuracy of
measurement.
Current evidence shows
that the teacher would
better off with 80 items
having three alternatives
each than 60 items with
four options each. Three
to five choices are
reasonable for multiple –
choice tests.
CHECKLIST FOR WRITING MULTIPLE –
CHOICE ITEMS
Laurence J.
Peter
References