MC Items - It is recommended that the stem be a direct question
- The stem should pose a clear, definite, explicit, and singular problem
- Include in the stem any words that might otherwise be repeated in each response
- Items should be stated simply and understandably, excluding all nonfunctional words from the stem and alternatives
MC Items … - Avoid interrelated items
- Avoid negatively stated items
- Avoid making the correct alternative systematically different from other options
- If possible, the alternatives should be presented in some logical, numerical or systematic order
- Response alternatives should be mutually exclusive
MC Items … - Make all responses plausible and attractive to the less knowledgeable or skillful student
- The response alternative “None of the above” should be used with caution
- Make options grammatically parallel to each other and consistent with the stem
- Avoid irrelevant cues as “common elements” between the correct option and the stem
- In testing for understanding of a term or concept, it is generally preferable to present the term in the stem and alternative definitions in the options.
Essay Items - Determine extended-response or restricted-response (the latter is referred to structural essay items)
- Determine whether emphasis is on content, expression or both
- It is recommended that an analytic method be applied in marking essay items, partitioning the response into a series of points, each of which is specifically defined
- if expressive skills are not part of the instructional results, it is not ethical to evaluate them
Essay Items … - Essay times should be relevant and limited in scope
- Contain clearly defined tasks
- Write an “ideal” answer to verify the tasks
- Teachers should almost never rely exclusively on essay items to access the total learning outcomes
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