Web Results


Multiple choice test questions, also known as items, can be an effective and efficient way to assess learning outcomes. Multiple choice test items have several potential advantages:


Multiple choice items consist of a stem and several alternative answers, among which are the correct ("keyed") answer and one or more incorrect ("distractor") answers. The stem is the beginning part of the item that presents the item as a problem to be solved, a question asked of the respondent, or an incomplete statement to be completed, as ...


Multiple choice items are comprised of 4 basic components. An item analysis focuses on 4 major pieces of information provided in the test score report Test Score Reliability


The difficulty of multiple-choice items can be controlled by changing the alternatives, since the more homogeneous the alternatives, the finer the distinction the students must make in order to identify the correct answer. Multiple-choice items are amenable to item analysis, which enables


Multiple choice questions are criticized for testing the superficial recall of knowledge. You can go beyond this by asking learners to interpret facts, evaluate situations, explain cause and effect, make inferences, and predict results.


A stem is the section of a multiple-choice item that poses the problem that the students must answer. Stems can be in the form of a question or an incomplete sentence. Poorly written stems fail to state clearly the problem when they are vague, full of irrelevant data, or negatively written.


T/F: Negatives and absolutes should be used in question stems for multiple choice items. False (should NOT be used) T/F: Distracters do not need to be plausible, just well written.


Unlike multiple-selection list boxes, users can select only one option from a group of option buttons. In addition, with option buttons, users click a small circle to make a choice instead of clicking an item in a list box. Top of Page. The user experience


Extended-matching items are multiple choice items organized into sets that use one list of options for all items in the set. There is a theme, an option list, a lead-in statement and at least two item stems. A typical set of EMIs begins with an option list of four to 26 options; more than ten options are usually used.


The Discrete Option Multiple Choice question type (DOMC) represents a relatively simple but very useful change in the delivery of multiple choice item content on computerized tests. Instead of providing all of the options at one time to the test taker, as is usually done, options are randomly presented one at a time along with YES and NO buttons.