Writing multiple-choice test items to measure student learning in higher education is a challenge. Based on extensive scholarly research and experience, the author describes various item formats, offers guidelines for creating these items, and provides many examples of both good and bad test items. He also suggests some shortcuts for developing…

Describes how one instructor developed a biology questionnaire designed to get students interacting and thinking about biology course content on the first day of class. Discusses why student interest is captured, how the questions are made, and how the questionnaire results are used in class. Contains a 15-question true/false questionnaire. (LZ)

Describes statistical analyses of tests used for organic chemistry classes and attempts to pose a model to explain the results. Concluded that students who possess a slight grasp of a concept actually have less of a chance of answering an item correctly than those who merely guess. (CW)

Describes the practical workup of a multiple choice examination system in electrical engineering. Discusses some of the pedagogical advantages obtained by statistical handling of the data. Provides some examples of items. (TW)

Promotes the use of machine-scored tests in basic engineering science classes. Discusses some principles and practices of machine-scored testing. Provides several example test items. Argues that such tests can be used to enhance basic understanding of concepts and problem solving skills. (TW)