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Haladyna, Thomas M.; Downing, Steven M. – Applied Measurement in Education, 1989
A taxonomy of 43 rules for writing multiple-choice test items is presented, based on a consensus of 46 textbooks. These guidelines are presented as complete and authoritative, with solid consensus apparent for 33 of the rules. Four rules lack consensus, and 5 rules were cited fewer than 10 times. (SLD)
Descriptors: Classification, Interrater Reliability, Multiple Choice Tests, Objective Tests

Haladyna, Thomas A. – Applied Measurement in Education, 1992
Several multiple-choice item formats are examined in the current climate of test reform. The reform movement is discussed as it affects use of the following formats: (1) complex multiple-choice; (2) alternate choice; (3) true-false; (4) multiple true-false; and (5) the context dependent item set. (SLD)
Descriptors: Cognitive Psychology, Comparative Testing, Context Effect, Educational Change

Hambleton, Ronald K.; Murphy, Edward – Applied Measurement in Education, 1992
The validity of several criticisms of objective tests is addressed, and the viability of some alternatives to objective testing is discussed. Evidence against multiple-choice tests is not as strong as has been claimed. Authentic assessments may not always be better, and research about new forms of assessment is necessary. (SLD)
Descriptors: Achievement Tests, Educational Assessment, Literature Reviews, Measurement Techniques