1. Writing Multiple Choice Questions

2. Types Norm-referenced –Students are ranked according to the ability being measured by the test with the average passing grade set as the performance target. –Based on “normal curve Criterion-referenced –Test questions are constructed to measure a specific performance task. –Not comparative but must have an established minimum level of achievement (behavioral objectives). –Mastery levels must be defined and stated.

3. Constructing Test Map the test - plan the topics and number of questions for each topic/outcome Write the test directions Write the test items Assess the test after it has been written (Item analysis)

4. Write the test directions Instruct the students to select the “best answer” Let the students know whether there is a penalty for guessing. Keep the test length manageable –students can answer 1 - 2 questions per minute depending on the level of difficulty and amount of reading Use machine scoring whenever possible.

5. Write the test items: The Stem Express the full problem in the stem. –Students need to understand the problem before reading the alternative answers.

6. Write the test items: The Stem Keep the stem short and complete –Unnecessary information confuses students and takes up too much time.

7. Write the test items: The Stem When possible keep repetitive words in the stem –rereading the same words or phrases wastes time.

8. Write the test items: The Alternatives Make the alternatives plausible –Farfetched distractors don’t test students adequately –Distractors should represent errors commonly made by students. e.g., Accurate but don’t fully meet the requirements of the problem incorrect statements that seem right to poorly prepared students.

9. Write the test items: The Alternatives Make the choices equal in length and parallel in structure –A long or short alternative may give away the answer. –Avoid trick questions Avoid negative wording –If you must use negatives underline or capitalize Poor: Which of the following is not a characteristic of Fauvism? Better: Which of the following best distinguishes Fauvism from other art movements?

10. Write the test items: The Alternatives Don’t use “always”, “never”, “all”, or “none” –absolutes or universal are rarely true. Avoid “all of the above” or “none of the above” –This type of alternative does not discriminate well e.g., The following are members of Seneca Senior Executive: a. Pat Hall b. Dawn Mercer c. All of the above d. None of the above

11. Write the test items: The Alternatives Make the choices grammatically consistent with the stem. –Read the stem with each alternative to be certain that each is correct. Which of the alternatives is not correctly stated? The functions of the Bank of Canada are to provide an “elastic money” supply and to… a. help stabilize the economy. b.correction of national income statistics. c. correction of tax laws. d. help levy property taxes.

12. Write the test items: The Alternatives Vary the position of the correct answer. –Most faculty put the correct answer in b or c position –This does not apply if you are arranging the answers in some meaningful order such as numerical or conceptual or chronological.

13. Item Analysis Look at item difficulty –Optimum: 50% -75% correct –More than 90% correct - too easy –less than 30% correct - may be too difficult, unclear or students unprepared. Look at item discrimination –Does each item discriminate between top students and bottom students? –Look for a discrimination close to +1.0 –If the discrimination falls below +0.5 look for a problem in one of the distractors or the structure of the question.

14. Matching questions Keep the two sets of items homogeneous –don’t combine dates and events in the same column Keep the order of choices logical –alphabetical, conceptual etc. Create more responses than premises. Keep the whole question on the same page. –Answers in Column 2. Use capital letters to label answers; numbers for premise/question.