ABSTRACT

Scoring procedures on some objective tests, such as multiple-choice questions, have been so carefully planned that scoring can be automated on a computer. Multiple-choice items are objective tests because they can be scored routinely according to a predetermined key, eliminating the judgments of the scorers. The multiple-choice item consists of several parts, the stem, the keyed-response, and several distractors. Moderate and low-achieving students frequently refer to the type of item as “multiple guess”—putting the blame on the item rather than on the real source of the issue which is lack of knowledge. The testing of simple recall has too frequently characterized the multiple-choice item format. In a well-constructed multiple-choice item, the stem should present a self-contained question or problem. In constructing test items at various cognitive levels, refer to Benjamin Bloom’s Taxonomy. In addition to the appropriate emphasis, test construction benefits from considering the appropriate cognitive level of assessment.