Assessment of Learning - Multiple Choice Test
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Transcript of Assessment of Learning - Multiple Choice Test
Multiple Choice
Test
IntroductionThe 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.
IntroductionThe 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
Oftentimes, multiple – choice tests include a stimulus material
where the item or question is drawn. A stimulus material, or
an introductory material, is added information in the form of chart, graph, stanza of a poem,
or novel pictorial.
Introduction
A multiple – choice test is made up of items each of
which presents two or more responses, only one
of which is correct or definitely better than the
others.
IntroductionThe multiple – choice item
consists of two parts: (a) the stem, which identifies the
question or problem; and (b) the response alternatives. Students are asked to select
one alternative that best completes the statement or
answers to the question.
Example
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
IntroductionThe 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.
IntroductionIn 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
StemThe 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.
StemThe 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
A stem may also be presented in the form of a mathematical equation:
• In the equation 2x + 3 = 4, solve for x.
StemThe stem in multiple – choice question should present the problem so
clearly that the students will know
exactly what is expected of them.
StemIt should be constructed in
such a way that it leads directly to the alternatives without ambiguity. This can be assured if both the stem and the correct alternative
are written as grammatically complete statements.
Stem
Example:
The Connecticut River originates
at the Connecticut
Lakes in Northern Vermont.
StemStated 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:
Example:
Stem The Connecticut River originates at the Connecticut Lakes in:
A. Southern CanadaB. Northwestern New HampshireC. Northern VermontD. Northeastern Connecticut
Stem
It does not matter very much where the stem
is split so long as it makes good sense and contains most of the
information.
Stem
Items at this level should provide clues for accurate recall in
order for the students to be accurate in their selection of an answer.
Stem
It does not matter either whether the
stem is written as an incomplete sentence, as above or whether it is restated as question.
Stem
Example:
Where does Connecticut River originate?
A. Southern CanadaB. Northwestern New HampshireC. Northern Vermont D. Northeastern Connecticut
The Alternatives/Respo
nse/Options
Alternatives/Response/Options
The suggested responses are called
alternatives/responses/options. Usually, only one of the alternatives is the correct or best answer to the question
or problem posed.
Alternatives/Response/Options
The remaining incorrect alternatives are called
“distracters” or “foils”. Their function is to appear as
plausible answers or solutions to the problem for those
examinees who do not possess sufficient knowledge.
Alternatives/Response/Options
The alternatives (sometimes called options) are the
“multiple choices” from which students
select.
Alternatives/Response/Options
Since alternatives are as plausible as the correct
responses, they are called “distracters”. They are
designed to force students to think by making their choices more difficult.
Advantages of Multiple – Choice Test
It has a great versatility in measuring objectives from the level of the rote memorization to the most complex level.It often requires less time to administer than tests requiring written responses.
Because this style of test does not require a teacher to interpret the answers, test – takers are graded purely on the selection, thus creating a lower likelihood of teacher bias in the results.
Factors irrelevant to the assessed materials, such as handwriting and clarity of presentation, do not come into play in a multiple choice assessment.
Because student writing is minimized, the teacher can cover a substantial amount of course material in relatively short time.Scoring is objective since only little interpretation is needed to count the number of correct responses.
Teachers can construct options that require students to discriminate among them. These items vary in the degree of correctness.The effects of guessing are largely reduced since there are more options.
Items are more amenable to item analysis, and this can be used to detect areas of student weaknesses, evidence of the item ambiguity, item difficulty, and the extent to which the item can measure individual differences.
The multiple – choice item can be used to test a greater variety of instructional objectives.
It does not require the examinee to write out and elaborate their answers, minimizing the opportunity for less knowledgeable examinees to “bluff” or “dress up” their answer.
It focuses on reading and thinking.
Highly reliable test scores.
A wide sampling of content or objectives.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.They require students to choose from among a fixed list of options, rather than to create or express their own ideas and solutions.
Poorly written multiple – choice test items can be superficial, trivial, and limited to factual knowledge.Multiple – choice items tend to based on “standardized”, “vulgarized”, or “approved” knowledge and give students the impression that there is a single, correct answer.
Lead a teacher to favor simple recall of facts.Place a high degree of dependence on student’s reading ability and teacher’s writing ability.
Suggestions for Constructing a
MULTIPLE – CHOICE TEST
Constructing/Improving the Main
Stem
A. Constructing/Improving the Main Stem
Statements barrowed from textbooks or other
reference materials must be avoided. Use familiar
phrasing to test the comprehension of
students.
A. Constructing/Improving the Main Stem
The main stem of the test item
may be constructed in:
Question form
Completion form
Direction form
Question Form
Which is the same as four hundred seventy?
A.B.C.D.
Completion Form
Four hundred seventy is the same as ______________.
A.B.C.D.
Direction Form
Add 22 and 43
A.B.C.D.
A. Constructing/Improving the Main Stem
Articles “an” and “a” must be avoided as last words in an incomplete sentence. These
words give clues to the probable answers as to
whether the best option starts with a consonant or vowel.
A. Constructing/Improving the Main Stem
The main stem should be clear. Avoid awkward stems.
Example of an awkward stem:
If there are 9 chairs in the classroom and 16 children in the class, the classroom lacks how many chairs?
A.6B.7C.8D.9
Improved stem:
There are 16 children and 9 chairs in the classroom. How many more chairs are needed?
A.6B.7C.8D.9
A. Constructing/Improving the Main Stem
In items testing definitions, place the word or term in the stem and use definitions or descriptions as alternatives.
A. Constructing/Improving the Main Stem
Avoid negatively – worded items.
A. Constructing/Improving the Main Stem
When possible, state the stem as a direct question rather
than as incomplete statement.
Example
Alloys are ordinarily produced by. . .
How are alloys ordinarily produced?
Poor
Better
A. Constructing/Improving the Main Stem
Present a definite, explicit singular question or problem in the stem.
Example
Psychology. . .Poor
The science of mind and behavior is
called. . .
Better
A. Constructing/Improving the Main Stem
Eliminate excessive verbiage or irrelevant information from the
stem.
Example
While ironing her formal, polo shirt June
burned her hand accidentally on the hot iron. This was due to a
transfer of heat because. . .
Which of the following ways of heat transfer explains why June’s hand was burned
after she touched a hot iron?
Poor
Better
A. Constructing/Improving the Main Stem
Include the stem any word (s) that might
otherwise be repeated in each alternative.
Example
In the national elections in the United States, the President is officially
A. chosen by the peopleB. chosen by electoral
CollegeC. chosen by members
of CongressD.chosen by the House
of Representatives
Poor
Example
In the national elections in the United States, the President is officially chosen by
A. the peopleB. electoral CollegeC. members of CongressD.the House of
Representatives
Better
A. Constructing/Improving the Main Stem
Use negatively questions sparingly. When used,
underline and/or capitalized the negative
word.
Example
Poor
Better
Which of the following is not cited as an
accomplishment of Arroyo administration?
Which of the following is NOT cited as an accomplishment of
Arroyo administration?
Constructing/Improving Alternatives
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
All options must be plausible with each other to
attract student to choose detractors or incorrect
responses where only those with high intellectual levels
can get the best option.
B. Constructing/Improving Alternatives
All options must be grammatically consistent. For instance, if the stem is singular, the options are all
singular.
B. Constructing/Improving Alternatives
Four or more options must be provided in
each item to minimize guessing.
B. Constructing/Improving Alternatives
The order of correct answers in all items is
randomly arranged rather than following a regular
pattern.
B. Constructing/Improving Alternatives
A uniform number of options in each item must be used. For instance, if there are twenty
items for this type and if item 1 starts with five options, the
rest of the items will have also five options.
Constructing/Improving Alternatives
A uniform number of options in each item must be used. For instance, if there are twenty
items for this type and if item 1 starts with five options, the
rest of the items will have also five options.
B. Constructing/Improving Alternatives
Avoid using “not given”, “none of the above”, “all
of the above”, etc. as alternatives in best –
answer types of items.
B. Constructing/Improving Alternatives
Make all alternatives plausible and attractive to the less knowledgeable or
skillful student.
Example
Poor Better
A.DigestionB.RelaxationC.RespirationD.Exertion
What process is most nearly the opposite of
photosynthesis?
A.DigestionB.AssimilationC.RespirationD.Catabolism
B. Constructing/Improving Alternatives
Make the alternatives grammatically parallel with each other and
consistent with the stem.
Example
Poor
What would do most to advance the application of
atomic discoveries to medicine?
A.Standardized techniques for treatment of patients.
B.Train the average doctor to apply the radioactive treatments.
C.Remove restriction on the use of radioactive substances.
D.Establishing hospital staffed by highly trained radioactive therapy specialist.
Example
Better
What would advance the application of atomic
discoveries to medicine most?
A.Removal of restriction on the use of radioactive substances.
B.Development of standardized techniques for treatment of patients.
C.Addition of trained radioactive therapy specialists to hospital staffs.
D.Training the average doctor in application of radioactive treatments.
B. Constructing/Improving Alternatives
Make the alternatives mutually exclusive.
Example
Poor
The daily minimum required amount of milk that a 10 – year old child
should drink is
A. 1 – 2 glassesB. 2 – 3 glassesC. 3-4 glassesD. At least 4 glasses
Example
Better
What is the daily minimum required amount of milk a 10 – year old child should
drink?
A. 1 glassB. 2 glassesC. 3 glassesD. 4 glasses
B. Constructing/Improving Alternatives
When possible, present alternatives in some
logical order (chronological, most to
least, alphabetical).
Example
At 7 a.m. two trucks leave a diner and travel north. One truck
averages 42 miles per hour and the other truck averages 38 miles per hour. At what time will they be
24 hours apart?
Example
Undesirable
A. 6 p.m.B. 9 p.m.C. 1 a.m.D. 1 p.m.E. 6 a.m.
Desirable
A. 1 a.m.B. 6 p.m.C. 9 a.m.D. 1 p.m.E. 6 p.m.
B. Constructing/Improving Alternatives
Be sure that there is only one correct or best
response to the item.
ExampleThe two most desired
characteristics in a classroom test are the
validity and
Poor Better
A. PrecisionB. ReliabilityC. ObjectivityD. Consistency
A. PrecisionB. ReliabilityC. ObjectivityD.
Standardization
B. Constructing/Improving Alternatives
Make alternative approximately equal
in length.
Example
PoorThe most general cause of low individual incomes in the United States is
A. Lack of valuable productive services to sell.B. Unwillingness to work.C. AutomationD. Inflation
Better
ExampleWhat is the most general cause of low individual incomes in the United States?
A. A lack of valuable productive services to sell.B. The population’s overall unwillingness to work.C. The nation’s increase reliance on automation.D. An increasing national level of inflation.
B. Constructing/Improving Alternatives
Avoid irrelevant clues, such as grammatical
structure, well – known verbal associations or connections between
stem and answer.
Example
Poor
Grammatical clue
A chain of islands is called an
A. ArchipelagoB. PeninsulaC. ContinentD. Isthmus
Example
Poor
Verbal associations
The reliability of test can be estimated by the coefficient of
A. MeasurementB. CorrelationC. TestingD. Error
Example
Poor
Connection between stem and
answer
The height to which a water dam is built depends onA. 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
Use at least four alternatives for each
item to lower the probability of getting the item correct by
guessing.
B. Constructing/Improving Alternatives
Randomly distribute the correct responses among the alternative positions
throughout the test having approximately the same
proportion of the alternatives a, b, c, d, and e
as the correct response.
B. Constructing/Improving Alternatives
Use the alternative NONE OF THE ABOVE and ALL
OF THE ABOVE sparingly. When used, such
alternatives should occasionally be used as the correct response.
An illustration of a Multiple –
Choice Item that Measures
behavior in the Cognitive Domain
KNOWLEDGE
Where is the mouth of the Connecticut River Valley located?
A. New HavenB. New LondonC. SaybrookD. Essex
Simple recall of information is all that is
asked.
UNDERSTANDING
Which term most accurately describes the soil deposited at the base of a Canyon?
A. Volcanic rockB. AlluvialC. Sedimentary depositD. Conglomerate
Children need to recall information about erosion and soil formation accurately and
understand how these phenomena build specific geographic formations.
APPLICATION
To help retain valuable farm lands along a river, man often builds:
A. DikesB. Underwater damsC. WaterfallsD. Floodgates
Children must apply their knowledge and understanding of rivers and flooding to know that
dikes will prevent rampaging floods from carrying the soil
away.
ANALYSIS
A river that flows between steep mountains for a hundred miles and then suddenly into a broad plain will require people who live in the plain to build dams:
A. At the head of the canyonB. At the mouth of the canyonC. Two miles below the mouth of the canyonD. At the several points along the canyon
In analyzing the flow of such a river, students should
understand how water from the water from the mountain streams will swell the water
level in the river and cause it to flow faster and dangerous
amounts. They should conclude, if they can perform at this cognitive level, that a
series of dams will likely afford the best protection.
ANALYSIS
SYNTHESIS
In addition to providing drinking water, a reservoir high in the mountains can be an important source for which of the following needs of man?
A. TransportationB. IrrigationC. ElectricityD. Energy
SYNTHESIS
Students now will have to analyze the
information they have gained about the flow
of water in order to synthesize a new way
to make use of the reservoir.
EVALUATION
Which of the following strategies would be the most equitable solution to the perennial drought problems of a large population living in a plain below a well – watered upland area?
A. Divert the water from the upland lakes by aqueducts.B. Change the course of a major river that serves the upland region.C. Drill deep wells in the plains area.D. Build a series of dams in the upland region to store water for the plains area
EVALUATION
Each response is plausible and each
poses economic and emotional problems. Making a thoughtful judgment in terms of available information
is called for.
Types of Multiple –
Choice Tests
Types of Multiple – Choice Tests
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? A. They are bored with regular news.B. The Cavendishes were fashionable.C. The war is over.
Types of Multiple – Choice Tests
Stem – Options
Which of the following serves as an example of formative evaluation?
A. Diagnostic testB. Entrance testC. Periodical testD. 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 BManila to assist my
Csister enroll in College.
DNo 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 –
A. If the item is a simple sentenceB. If the item is a compound sentenceC. If the item is a complex sentence
Types of Multiple – Choice Tests
Morse Variety
Write –
A. If W affects X but X affects Y but Y affects Z.B. If W does not affect X but X does not affect Y but Y does not affect Z.C. If W affects X but X does not affect Y but Y affects Z.
Types of Multiple – Choice Tests
The Multiple – Response
Variety
What factors are principally responsible for the clotting of blood?
A. Contact of blood with foreign substance.B. Contact of blood with injured tissueC. Oxidation of hemoglobin
Types of Multiple – Choice Tests
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. PB. QC. TE. VF. 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
Are the item and the main problem in the stem clearly presented?Has the item been cast so that there is no repetition of the key words or phrases for each question?
Do the options come to the end of the stem?
Have the responses been arranged in some systematic fashion, such as alphabetically or by the length of options?
Are all distracters plausible?
Have all irrelevant clues been avoided?Are the correct answers randomly assigned throughout the test with approximately equal frequency?
Is there only one correct or best answer?
Has “all the above” been avoided?
Have all irrelevant clues been avoided?Has the “none of the above” option been used sparingly or only when appropriate?
Have the overlapping options been avoided?Have the negative statements been avoided? If used, has the negative been underlined or written in capital letters?
If you don’t know where you are going, you will probably end up somewhere else.
Laurence J. Peter
Buendicho, F.C. (2010) Assessment of Learning 1. Quezon City: REX Printing Company.
Bandiola, E.I (2003) Assessing Student Learning. Quezon City: Great Books Trading.
References
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