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ERIC Number: EJ1143362
Record Type: Journal
Publication Date: 2017-May
Pages: 13
Abstractor: As Provided
ISSN: EISSN-1531-7714
Constructing Multiple-Choice Items to Measure Higher-Order Thinking
Scully, Darina
Practical Assessment, Research & Evaluation, v22 n4 May 2017
Across education, certification and licensure, there are repeated calls for the development of assessments that target "higher-order thinking," as opposed to mere recall of facts. A common assumption is that this necessitates the use of constructed response or essay-style test questions; however, empirical evidence suggests that this may not be the case. In this paper, it is argued that multiple-choice items have the capacity to assess certain higher-order skills. In addition, a series of practical recommendations for test developers seeking to purposefully construct such items is provided.
Center for Educational Assessment. 813 North Pleasant Street, Amherst, MA 01002. e-mail:; Tel: 413-577-2180; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A