Multiple Choice Itms多项选择题.pptVIP

Ari Purnawan Multiple Choice Items Stem (presents a stimulus) Options, usually 3 - 5 (give alternatives to choose from), one is the key, the others are distractors Multiple choice Is most suitable for assessing learning outcomes at the recall and comprehension levels does not allow test takers to construct, organize, and present their own answers. enables the test takes to arrive at a correct answer simply by guessing. Rules Design each item to measure a specific objective. e.g. questions with wh-q State the stem and options as simple and directly as possible. Be sure that there is only one correct answer. Do not provide clues to the correct answer. Stems can be: 1. A complete statement (test takers choose the best response) 2. A complete question with wh-questions (tts choose the best answer). 3. An incomplete sentence (tts choose the correct form). Options: Must be in an equal form and, if possible, length. Must be correct by itself Must contain only one correct answer. (It becomes `correct` only after it is used in the stem or to respond to it. use uppercase A, B, C, D, E instead of lowercase a, b, c, d How? Start from an open-ended question. Choose several wrong answer that many of the tts wrote. make some adjustments to make all look equal or similar More things to consider Each item should measure a specific aspect of language learning. Each must be independent. Do not provide an answer to an item in a stem of another item. Examples 1. According to the text above, a figure that has eight sides is called an: A. pentagon B. quadrilateral C. octagon D. ogive 2. As compared to autos of the 60s, autos in the 80s .... travelling slower bigger interiors to use less fuel was less constructed in foreign countries contain more safety features 3. Switzerland .... A. is located in Asia B. produces large quantities of gold C. has no direct access to the ocean D. is a flat arid plain References Brown, H.D. 2001. Teaching by Principles: An interactive approach to la