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Opscan Evaluation: Test Writing Tips

Overview	Frequently Asked Questions	Test Writing Tips
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This information is intended to guide faculty in the design and writing of multiple-choice tests. The accurate assessment of student learning depends, in part, on the quality of the tests you write.

Items on a multiple-choice test consist of a stem, which is followed by a correct answer as well as three to four distractors. Items on a well-written multiple-choice test will have stems that are precise and clear, one answer that is clearly correct or best, and distrators that are plausible.

Writing Multiple-Choice Tests

Test Items should:

• Provide three to five possible answers
• Offer consistency bewteen stem and response format
• Be stated in a positive format
• Have responses that are the same length
• Be concise and to the point
• Use familiar language
• Limit the use of negatives

Test items should not:

• Include impossible answers
• Use "none of the above"
• Use qualifiers such as "always"
• Use "all of the above"
• Use "a & b, not c"

Test Checklist

Make sure that

• Items measure significant, not trivial, issues
• Item stems present a problem
• Each item is clear and precise
• Each item has one correct or best answer
• Distractors are plausible
• Stems are carefully worded so as not to provide obvious clues to the correct answer

Pros & Cons

Pros

 

Well written multiple-choice tests:

• Provide reliable test scores
• Offer efficiency and accuracy in scoring
• Allow for a wide range of content
• Have a reduced guessing factor, compared to True/False question
• Allow for testing various cognitive ability levels

Cons

 

Multiple-choice tests:

• Take considerable time and effort to write well
• Favor the simple recall of facts
• Are highly dependent on students' reading and instructors' writing skills
• Offer cues so that correct response may be guessed through elimination

References

Brookfield, S.D. (1990). The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom. San Francisco: Jossey-Bass Publishers

Grieve, D. (1990). A Handbook for Adjunct/Part-Time Faculty and Teachers of Adults. Cleveland: InfoTech, Inc.

*Jacobs, L.C. & Chase, C.I. (1992). Developing and Using Tests Effectively: A Guide for Faculty. Lexington: D.C.Heath and Company.

*Ory, J.C. & Ryan, K.E. (1993). Tips for Improving Testing and Grading. vol. 4 Newbury Park: Sage.

Ramsden, P. (1992) Learning to Teach in Higher Education. London: Routledge.

*available in CTLT Resource Library