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Multiple-choice
Test
Aco, Lorna
EDYTHA C. BARAQUIO
Multiple-choice test
-is the most commonly
used format in
measuring student
achievements at
different levels of
learning.
3 parts of multiple-choice
test:
Stem – represents the problem or
question usually expressed in
completion form or question form.
Keyed option – is the correct answer.
Incorrect options or alternatives –
also called distracters or foil.
Example:
What is the most stable
measure of central
tendency?
A. Mean
B. Median
C. Mode
D. Mean and Median
General Guidelines in
Constructing Multiple-choice
Test:
Make a test item that is
practical or with real-world
applications to the students.
Use diagram or drawing when
asking question about
application, analysis or
evaluation.
When ask to interpret or evaluate
about quotations, present actual
quotations from secondary sources like
published books or newspapers.
Use tables, figures, or charts when
asking questions to interpret.
Use pictures if possible when students
are required to apply concepts and
principles.
List the choices / options vertically not
horizontally.
Avoid trivial questions.
Use only one correct
answer or best answer
format.
Use three to five options to
discourage guessing.
Be sure that distracters are
plausible and effective.
Increase the similarity of the
options to increase difficulty
of the item.
Do not use “none of the
above” options when asking
for a best answer.
Avoid using “all of the
above” options.
Guidelines in Constructing the
Stem:
The stem should be written in
question form or completion form.
Do not leave the blank at the
beginning or at the middle of the
stem when using completion form
of a multiple –choice type of test.
The stem should pose the
problem completely.
The stem should be clear
and concise.
Avoid excessive and
meaningless use of words in
the stem.
State the stem in positive
form. Avoid using the
negative phrase like “not” or
“except.” Underline or
capitalize the negative
words if it cannot be
avoided.
Avoid grammatical clues in
the correct answer.
Guidelines in Constructing
Options:
There should be one correct or best answer
in each item.
List options in vertical order not a horizontal
order beneath the stem.
Arrange the options in logical order and use
capital letters to indicate each option such
as A, B, C, D, E.
No overlapping options; keep it
independent.
All options must be homogenous in
content to increase the difficulty of an
item.
As much as possible the length of the
options must be the same or equal.
Avoid using the phrase “all of the
above.”
Avoid using the phrase “none of the
above” or “I don’t know.”
Guidelines in Constructing
the Distracters:
The distracters should be
plausible.
The distracters should be equally
popular to all examinees.
Avoid using ineffective distracters.
Each distracter should be
chosen by at least 5% of the
examinees but not more than
the key answer.
Revise distracter(s) that are
over attractive to the
teachers. They might be
ambiguous to the examinees.
THE END
Advantages of Multiple-
choice Test:
Measures learning outcomes from
the knowledge to evaluation
level.
Scoring is highly objective, easy
and reliable.
Scores are more reliable than
subjective type of test.
Measures broad samples of
content within a short span of
time.
Distracters can provide diagnostic
information.
Item analysis can reveal the
difficulty of an item and can
discriminate the good and poor
performing students.
Disadvantages of Multiple-
choice Test:
Time consuming to construct a
good item.
Difficult to find effective and
plausible distracters.
Scores can be influenced by the
reading ability of the examinees.
In some cases, there is more
than one justifiable correct
answer.
Ineffective in assessing the
problem solving skills of the
students.
Not applicable when assessing
the students’ ability to organize
and express ideas.
End
Evaluation:
1-3. Give the (3) parts of multiple-
choice item.
4-5. Give (1) advantage and (1)
disadvantage of multiple-
choice test.
6-10. Construct (1) multiple-choice
item.

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GUIDELINES CONSTRUCTING MULTIPLE CHOICE TEST ITEMS.pdf

  • 2. Multiple-choice test -is the most commonly used format in measuring student achievements at different levels of learning.
  • 3. 3 parts of multiple-choice test: Stem – represents the problem or question usually expressed in completion form or question form. Keyed option – is the correct answer. Incorrect options or alternatives – also called distracters or foil.
  • 4. Example: What is the most stable measure of central tendency? A. Mean B. Median C. Mode D. Mean and Median
  • 5. General Guidelines in Constructing Multiple-choice Test: Make a test item that is practical or with real-world applications to the students. Use diagram or drawing when asking question about application, analysis or evaluation.
  • 6. When ask to interpret or evaluate about quotations, present actual quotations from secondary sources like published books or newspapers. Use tables, figures, or charts when asking questions to interpret. Use pictures if possible when students are required to apply concepts and principles. List the choices / options vertically not horizontally.
  • 7. Avoid trivial questions. Use only one correct answer or best answer format. Use three to five options to discourage guessing. Be sure that distracters are plausible and effective.
  • 8. Increase the similarity of the options to increase difficulty of the item. Do not use “none of the above” options when asking for a best answer. Avoid using “all of the above” options.
  • 9. Guidelines in Constructing the Stem: The stem should be written in question form or completion form. Do not leave the blank at the beginning or at the middle of the stem when using completion form of a multiple –choice type of test.
  • 10. The stem should pose the problem completely. The stem should be clear and concise. Avoid excessive and meaningless use of words in the stem.
  • 11. State the stem in positive form. Avoid using the negative phrase like “not” or “except.” Underline or capitalize the negative words if it cannot be avoided. Avoid grammatical clues in the correct answer.
  • 12. Guidelines in Constructing Options: There should be one correct or best answer in each item. List options in vertical order not a horizontal order beneath the stem. Arrange the options in logical order and use capital letters to indicate each option such as A, B, C, D, E. No overlapping options; keep it independent.
  • 13. All options must be homogenous in content to increase the difficulty of an item. As much as possible the length of the options must be the same or equal. Avoid using the phrase “all of the above.” Avoid using the phrase “none of the above” or “I don’t know.”
  • 14. Guidelines in Constructing the Distracters: The distracters should be plausible. The distracters should be equally popular to all examinees. Avoid using ineffective distracters.
  • 15. Each distracter should be chosen by at least 5% of the examinees but not more than the key answer. Revise distracter(s) that are over attractive to the teachers. They might be ambiguous to the examinees.
  • 17. Advantages of Multiple- choice Test: Measures learning outcomes from the knowledge to evaluation level. Scoring is highly objective, easy and reliable. Scores are more reliable than subjective type of test.
  • 18. Measures broad samples of content within a short span of time. Distracters can provide diagnostic information. Item analysis can reveal the difficulty of an item and can discriminate the good and poor performing students.
  • 19. Disadvantages of Multiple- choice Test: Time consuming to construct a good item. Difficult to find effective and plausible distracters. Scores can be influenced by the reading ability of the examinees.
  • 20. In some cases, there is more than one justifiable correct answer. Ineffective in assessing the problem solving skills of the students. Not applicable when assessing the students’ ability to organize and express ideas.
  • 21. End
  • 22. Evaluation: 1-3. Give the (3) parts of multiple- choice item. 4-5. Give (1) advantage and (1) disadvantage of multiple- choice test. 6-10. Construct (1) multiple-choice item.