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Suggestions for Construction of multiple-choice type test item:

(a)A.J. Nitko (1983) Supports the following three steps of Ebel (1979):

(i) Create the stem of the item by forming a question or an incomplete sentence that implies a question.

(ii) Write the correct answer to the question in the stem in as few words as possible.

(iii) Write distracters that are plausible to pupils lacking the degree of knowledge you want them to assess.

(b) The stem should introduce what is expected of the examinee.

(c)Specific determiner should be avoided.

(d) Such vocabulary should be used in the test, which is suitable to the examinees.

(e)The stems and choices should be positively as far⚫as possible.

(f) All the choices should be plausible.

(g)Test items should have a defensibly correct best choice.

(h) Opinions should not be evaluated through multiple choice test items.

(I)The correct choice should not be at the same place in all or most of the items.

(j)There should not be any over lapping in choices.

(k)”None of the above” choice should be used only if there is an absolutely right answer rather than best answer.

(l)The stem should agree with all the choice from

(m) the point of grammar and language. All the common words as far as possible should be taken out choice and included in the stem.(n)The test item through which understanding is being evaluated should contain some novelty.

(o)

There should be no verbal association between the stem and the correct answer.

(p)All the choices should be of equal strength otherwise they will provide a clue to the examineeabout the correct answer.

(q)Each item should pose only one problem.

(r)Destructor should be emphasized through underlining or printing bold.

(s)Each distracter should reflect a common misconception or problem that examinees have.

(t)Responses should be written in the order of

alphabets, number of chronology.

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