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Faculty Meeting February 6, 2013 . Multiple Choice Questions. Rate yourself on your ability to write a multiple choice question.

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Multiple Choice Questions

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Multiple choice questions

Faculty Meeting

February 6, 2013

Multiple Choice Questions


Multiple choice questions

I’m terrible at it.

I should be doing this presentation

Eh, I’m ok


Multiple choice questions

Multiple Choice items are appropriate for use with objectives that call for the students to do tasks such as recognize, distinguish between, select, estimate, infer, predict, relate, categorize, etc. (level of Blooms)


Multiple choice questions selected response items
Multiple Choice Questions (Selected Response Items) objectives that call for the students to do tasks such as recognize, distinguish between, select, estimate, infer, predict, relate, categorize, etc. (level of Blooms)

  • Advantages

    • Can be used to measure a wide variety of learning outcomes

    • Permit wide sampling and broad coverage of a content domain

    • Are reliable and efficient to score

    • Can provide useful diagnostic information

  • Disadvantages

    • Items are difficult to write well

    • Items cannot measure certain types of skills

    • Performance on MC items can be influenced by student characteristics unrelated to the subject of measurement, such as reading ability and “test-wiseness”


Characteristics of a multiple choice item
Characteristics of a Multiple Choice Item objectives that call for the students to do tasks such as recognize, distinguish between, select, estimate, infer, predict, relate, categorize, etc. (level of Blooms)


Steps in constructing a multiple choice question
Steps in Constructing a Multiple Choice Question objectives that call for the students to do tasks such as recognize, distinguish between, select, estimate, infer, predict, relate, categorize, etc. (level of Blooms)

  • Decide which standard or core content you wish to assess.

  • Identify the major concept(s) or learning targets.

  • Decide how deeply you wish to assess this concept-what DOK level is acceptable for the question.

  • Design the stem or question.

  • Design the key and distractors


Considerations
Considerations objectives that call for the students to do tasks such as recognize, distinguish between, select, estimate, infer, predict, relate, categorize, etc. (level of Blooms)

  • The item stems should be stated in positive terms as much as possible.

  • The use of negatives (e.g., “not”) in both the item stem and the answer choices is very confusing.

  • Avoid the use of absolute terms (e.g., always, never, all, none, only) in the distractors as much as possible.

  • Whenever possible, avoid answer choices that are mutually exclusive opposites (e.g., living/non-living, fiction/nonfiction).


Additional considerations
Additional Considerations objectives that call for the students to do tasks such as recognize, distinguish between, select, estimate, infer, predict, relate, categorize, etc. (level of Blooms)

  • Avoid “what do you think…”

  • Try to keep the stem shorter than four sentences.

  • List alternatives vertically beneath the stem, beginning a new line with each response.

  • Have students circle the letter beside their response to avoid scoring problems reading student handwriting.


Additional considerations1
Additional Considerations objectives that call for the students to do tasks such as recognize, distinguish between, select, estimate, infer, predict, relate, categorize, etc. (level of Blooms)

  • Number the questions (stems), and use capital or lowercase letters for the responses.

  • The position (A, B, C, etc.) of the correct answer should vary from question to question so there is no pattern that could lead to predicting the correct answer.

  • The stem and answer choices should appear on the same page.

  • Avoid using language in the question that might accidentally lead students to favor an answer based on language alone.


Additional considerations2
Additional Considerations objectives that call for the students to do tasks such as recognize, distinguish between, select, estimate, infer, predict, relate, categorize, etc. (level of Blooms)

  • When referring to a map, table, or figure, label it for easy reference and develop an introductory sentence about the graphic that precedes it on the page.

  • One question should not give a clue to the answer of another question.

  • Avoid composing alternatives in which there are only microscopically fine distinctions between the answers, unless the ability to make these distinctions is the primary target or standard being assessed.


Additional considerations3
Additional Considerations objectives that call for the students to do tasks such as recognize, distinguish between, select, estimate, infer, predict, relate, categorize, etc. (level of Blooms)

  • Avoid

    • All of the above

    • None of the above

  • Avoid making it easy to eliminate distracters. The question loses its measurement value.


Find the flaw
Find the flaw: objectives that call for the students to do tasks such as recognize, distinguish between, select, estimate, infer, predict, relate, categorize, etc. (level of Blooms)


According to the passage where do most home accidents occur
According to the passage, where do most home accidents occur?

A. in the kitchen

B. on the cutting boards

C. on the stove-top burners

D. in hot ovens


A style of architecture that uses the roman arch thick walls and dimly lit interiors is called
A style of architecture that uses the Roman arch, thick walls, and dimly lit interiors is called

A. Gothic.

B. modern.

C. Romanesque.

D. Byzantine.


Multiple choice questions
In walls, and dimly lit interiors is calledThe Prince, Renaissance author, Machiavelli, instructs the ruling monarchy in methods of statesmanship and argues

A. for reconciliation of faith and reason

B. that the ends justify the means.

C. for the rise of the common man.

D. for allowing freedom of thought.


Some students want to build a pond near their school yard this change will most likely
Some students want to build a pond near their school yard. walls, and dimly lit interiors is calledThis change will MOST LIKELY

A. increase the frog population and be harmful to the grass in the area.

B. be harmful to both frogs and grass.

C. have little effect on the plants in the area.

D. cause most animals to leave the area.


Which is a reason mike went to the park
Which is a reason Mike went to the park? walls, and dimly lit interiors is called

A. He wanted to play with his friends.

B. He did not want to go to school.

C. He liked playing on the swings.

D. He hoped to find his notebook.


Janice can best be described as
Janice can walls, and dimly lit interiors is calledbest be described as

A. angry.

B. mean.

C. rude.

D. caring.


Multiple choice questions

To conduct an experiment, Mike pulls marbles from a bag that contains 100 marbles. Each time he pulls a marble he records the color and then returns it to the bag. He does this 10 times. His results are shown below. Theoretically, how many red marbles and blue marbles are in the bag?Red / Blue

A. 60 red, 40 blue

B. 50 red, 50 blue

C. 70 red, 30 blue

D. 30 red, 70 blue


Answer options
Answer options contains 100 marbles. Each time he pulls a marble he records the color and then returns it to the bag. He does this 10 times. His results are shown below.

  • Avoid lifting phrases directly from text.

  • Write the correct answer before writing the distractors.

  • Answer options should be about the same length and parallel in grammatical structure

    • For example…


The term side effect of a drug
The term “side effect” of a drug: contains 100 marbles. Each time he pulls a marble he records the color and then returns it to the bag. He does this 10 times. His results are shown below.

A. refers to any action of a drug in the body other than the one the doctor wanted the drug to have.

B. is the chain effect of a drug..

C. additionally benefits the drug.


Answer options1
Answer options contains 100 marbles. Each time he pulls a marble he records the color and then returns it to the bag. He does this 10 times. His results are shown below.

  • Avoid lifting phrases directly from text.

  • Write the correct answer before writing the distracters.

  • Answer options should be about the same length and parallel in grammatical structure.

  • Limit the number of answer options.

  • Distracters must be incorrect, but plausible.

  • If a recognizable key word appears in the correct answer, it should appear in some or all of the distracters as well.

    • For example…


Every organism is made of cells and every cell comes from another cell this is the
Every organism is made of cells and every cell comes from another cell. This is the:

A. Relativity Theory

B. Evolution Theory

C. Heat Theory

D. Cell Theory


Multiple choice questions

I’m terrible at it.

I should be doing this presentation

Eh, I’m ok


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