ERIC Number: ED366135
Record Type: RIE
Publication Date: 1993-Apr
Research on Multiple-Choice Questions: Implications for Strategy Instruction.
Stough, Laura M.
This review of the literature examines the effectiveness of instructing students in various test-taking strategies, particularly in reference to multiple choice questions. Among findings reported are that while test-wiseness strategies may be taught, these strategies have limited generalizability across exams and learners who proactively process information, such as test items, are more likely to understand and recall what they learn. Specific strategies validated by the literature for multiple choice tests include: (1) the length of a multiple choice option often signals its correctness; (2) avoid items using the words "always" and "never" (inclusionary language); (3) avoid grossly unrelated alternatives; (4) pay attention to grammatical clues; (5) choose the mid-range answer; (6) use deduction on the item; (7) be aware of similarity or oppositeness; (8) adopt the appropriate level of sophistication for the test; (9) consider the purpose of the test constructor; (10) make efficient use of time; (11) use error avoidance strategies; and (12) utilize deductive reasoning strategies. (Contains 30 references.) (DB)
Publication Type: Information Analyses; Guides - Non-Classroom; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the Council for Exceptional Children (71st, San Antonio, TX, April 5-9, 1993).