ERIC Number: ED298150
Record Type: RIE
Publication Date: 1986-Sep
Reference Count: N/A
Improving Multiple-Choice Tests. IDEA Paper No. 16.
Clegg, Victoria L.; Cashin, William E.
The definition, nature, limitations, and strengths of multiple-choice test items are reviewed; and recommendations on the development and use of such items are presented. Many teacher-made multiple-choice tests can be significantly improved. Suggestions for layout organization and an interpretive approach to relationships among items on one test are provided. It is concluded that multiple-choice items permit the testing of higher levels of student learning, which are appropriate to college-level students but often are not tested by teacher-made tests (including essay as well as selected response tests). The increased use of interpretive exercises in college-level tests is advocated. A list of standard text books that provide detailed suggestions for design of multiple-choice items is appended. (TJH)
Descriptors: College Faculty, Higher Education, Learning, Multiple Choice Tests, Teacher Made Tests, Test Construction
Center for Faculty Evaluation and Development, Division of Continuing Education, Kansas State University, Manhattan, KS 66505 (PC $1.00, 25-99 copies $0.20 each, 100 or more $0.15 each).
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Practitioners; Researchers
Authoring Institution: Kansas State Univ., Manhattan. Center for Faculty Evaluation and Development in Higher Education.