Validating multiple choice test items

Alternatives that are implausible don’t serve as functional distractors and thus should not be used.

Common student errors provide the best source of distractors. Sophisticated test-takers are alert to inadvertent clues to the correct answer, such differences in grammar, length, formatting, and language choice in the alternatives.

The cognitive load is increased when the stem is constructed with an initial or interior blank, so this construction should be avoided.

The most comprehensive and authoritative book in its field, this edition has been extensively revised to include: • more information about writing items that match content standards; • more information about creating item pools and item banking; • a new set of item-writing rules (with examples) in chapter 5, as well as guidelines for other multiple-choice formats; • hundreds of examples including an expanded chapter 4 devoted to exemplary item formats and a new chapter 6 containing exemplary items (with author annotations); • a chapter on item generation (chapter 7) featuring item modeling and other procedures that speed up item development; and • a more extensive set of references to past and current work in the area of multiple-choice item writing and validation.The reliability is enhanced when the number of MC 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. 9780805846614 This listing is a new book, a title currently in-print which we order directly and immediately from the publisher.Multiple choice test items can be written to assess various levels of learning outcomes, from basic recall to application, analysis, and evaluation.

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