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Moon, Jung Aa; Keehner, Madeleine; Katz, Irvin R. – Educational Measurement: Issues and Practice, 2019
The current study investigated how item formats and their inherent affordances influence test-takers' cognition under uncertainty. Adult participants solved content-equivalent math items in multiple-selection multiple-choice and four alternative grid formats. The results indicated that participants' affirmative response tendency (i.e., judge the…
Descriptors: Affordances, Test Items, Test Format, Test Wiseness
Haladyna, Thomas M. – IDEA Center, Inc., 2018
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…
Descriptors: Test Construction, Multiple Choice Tests, Test Items, Higher Education
Scotti di Uccio, Umberto; Colantonio, Arturo; Galano, Silvia; Marzoli, Irene; Trani, Fabio; Testa, Italo – Physical Review Physics Education Research, 2019
We present the design, statistical analysis, and validation of a questionnaire to assess students' knowledge about basic aspects of quantum mechanics (QM). The QM evaluation (QME) is a true-false and multiple-choice mixed questionnaire that features 10 two-tier items spanning three relevant themes in quantum mechanics: wave behavior of matter,…
Descriptors: Questionnaires, Test Construction, Test Validity, Quantum Mechanics
Ganzfried, Sam; Yusuf, Farzana – Education Sciences, 2018
A problem faced by many instructors is that of designing exams that accurately assess the abilities of the students. Typically, these exams are prepared several days in advance, and generic question scores are used based on rough approximation of the question difficulty and length. For example, for a recent class taught by the author, there were…
Descriptors: Weighted Scores, Test Construction, Student Evaluation, Multiple Choice Tests
Badgett, John L.; Christmann, Edwin P. – Corwin, 2009
While today's curriculum is largely driven by standards, many teachers find the lack of specificity in the standards to be confounding and even intimidating. Now this practical book provides middle and high school teachers with explicit guidance on designing specific objectives and developing appropriate formative and summative assessments to…
Descriptors: Test Items, Student Evaluation, Knowledge Level, National Standards
Abu-Sayf, F. K. – Educational Technology, 1979
Compares methods of scoring multiple-choice tests and discusses right-number scoring, guessing, and omitted items. Test instructions and answer changing are addressed, and attempts to weight test items are reviewed. It is concluded that, since innovations in test scoring are not well-established, the number right method is most appropriate. (RAO)
Descriptors: Guessing (Tests), Multiple Choice Tests, Objective Tests, Scoring

Hill, G. C.; Woods, G. T. – Education in Chemistry, 1974
Two types of objective questions are compared: the multiple choice item, in which one and only one of several stated alternatives is correct for a given initial statement, and the multiple true-false item, where the stem is followed by several completions of which one or more can be correct. (DT)
Descriptors: Educational Research, Instruction, Multiple Choice Tests, Objective Tests
Educational Testing Service, Princeton, NJ. – 1973
A sample of 22 multiple-choice questions is provided to point up the potentialities of this type question, as well as to dispel the myth that "objective" tests require no thought, insight, or understanding. The questions have been taken from a variety of tests constructed by Educational Testing Service, and are presented as they appeared in the…
Descriptors: Cognitive Tests, Multiple Choice Tests, Objective Tests, Statistical Analysis

Ebel, Robert L. – Journal of Educational Measurement, 1975
Descriptors: Comparative Analysis, Multiple Choice Tests, Objective Tests, Teachers
Olson, LeRoy A. – 1980
A proficient item writer should possess several attributes: knowledge and understanding of the material being tested, continuous awareness of objectives, continous awareness of the instructional model, understanding of the students for whom the items are intended, skill in written communication, and skill in the techniques of item writing. The…
Descriptors: Guidelines, Item Analysis, Multiple Choice Tests, Objective Tests

Burrill, Robert M. – Journal of Geography, 1976
Testing techniques that can be used in introductory geography courses are evaluated. A modification of multiple-choice tests is described which incorporates both objective and subjective formats: a student selects a multiple-choice answer, writes down his reasons for the selection, and is graded on both parts of his answer. (Author/ND)
Descriptors: Geography, Geography Instruction, Higher Education, Measurement Instruments
J Chem Educ, 1969
Summarizes the views of two teachers who hold widely divergent views on what can be called classical examination methods - essay papers and objective exams. One of these authors is an Englishman, the other an American, but their views, while obviously conditioned by training, are shared or questioned by many colleagues regardless of national…
Descriptors: Educational Testing, Essay Tests, Evaluation, Multiple Choice Tests

Coppedge, Floyd L.; Hanna, Gerald S. – Journal for Research in Mathematics Education, 1971
Reported is a comparison of the discrimination power of multiple-choice geometry test question alternatives supplied by (1) students taking an experimental test in completion format, (2) experienced teachers, and (3) student teachers. (JG)
Descriptors: Geometry, Mathematics Education, Multiple Choice Tests, Objective Tests

Celce-Murcia, M.; And Others – English Language Teaching Journal, 1974
Descriptors: Item Analysis, Language Instruction, Language Tests, Measurement Objectives
Tinkelman, Sherman N. – 1975
The purpose of this bulletin is to help the teacher derive the full value from the classroom test as an important educational tool. Principles of good test construction are explained and illustrated. Concrete examples of good procedure and poor procedure are offered. A checklist is presented of the salient points to keep in mind when preparing a…
Descriptors: Elementary Secondary Education, Essay Tests, Guidelines, Multiple Choice Tests