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…

Since 1973, the National Assessment of Educational Progress (NAEP) has gathered information about student achievement in mathematics. Results of these periodic assessments, produced in print and web-based formats, provide valuable information to a wide variety of audiences. They inform citizens about the nature of students' comprehension of the…

Suggests methods for developing higher level objective test questions. Taxonomies that define learning outcomes are discussed; and examples for various test types are presented, including multiple correct answers; more complex forms, including classification and multiple true-false; relations and correlates; and interpretive exercises. (LRW)

Examiners seeking guidance on multiple-choice and true/false tests are likely to encounter various faulty or questionable ideas. Twelve of these are discussed in detail, having to do mainly with the effects on test reliability of test length, guessing and scoring method (i.e. number-right scoring or negative marking). Some misunderstandings could…

Cognitive learning and cognitive measures are defined and various types of objective measures of cognitive learning are discussed and compared, including short answer test items, true-false items, multiple choice items, matching items, and written simulations. (MSE)

Basic precepts for test development are described and explained as they are presented in measurement textbooks commonly used in the fields of education and psychology. The five building blocks discussed as the foundation of well-constructed tests are: (1) specification of purpose; (2) standard conditions; (3) consistency; (4) validity; and (5)…

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)

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)

Discusses some difficulties that medical students experience in taking exams containing multiple choice questions. Differentiates between multiple true/false type questions, in which several answers may be true, and one-out-of-four type, in which only one answer is correct. Provides tips for taking and making multiple choice tests. (TW)

Discusses multiple-choice test questions, their advantages, important features, well and poorly written items, and the need to assess students' ability to use higher levels of learning. Cites two ways to include higher level learning skills into the science curriculum and eight rules to consider when constructing multiple-choice tests. (RT)