Objective Test Items

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Writing objective test items Magdaleen Kotzé 98260457 ●

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True / False items There should only be 1 (or 1 best) answer

Multiple-choice items There should only be 1 (or 1 best) answer (multiple defensible answers) Avoid negative questions

Matching items There should only be 1 (or 1 best) answer per match

Completion items Avoid using more than 1 blank space per item

Avoid negative questions

Avoid absolutes (all, always…) Avoid double barrel questions

Avoid absolutes (all, always…)

Give proper directions of what is expected to the students Easy guessing (equal number of options in lists)

Omit only key words – not so many that the sense of the content disappear State that sentence so that the blank is near the end Indicate if numerical answers should contain units and in which unit you want it.

Use clear simple language Avoid trick questions Avoid using an opinion – Use facts only Include the specific frame of reference in the stem

Use clear simple language Avoid trick questions Avoid using an opinion – Use facts only Include the specific frame of reference in the stem

Use clear simple language Avoid trick questions Homogeneity: List should related concepts Use unambiguous list (specific names)

Avoid negative questions

Avoid trick questions Avoid lifting statements from the text Avoid ambiguity (use quantitative rather than qualitative language)

Stem should contain as much of the wording as possible Avoid giving verbal clues • Including 2 responses with the same meaning • Poor grammar • Plurals • Including absolute terms in distracters • Similarity of wording (stem •

& answer) Including 2 responses that are all inclusive

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True / False items

Multiple-choice items • Too great a detail in answer • Make distracters plausible & attractive Arrange lists in alphabetic or numeric/chronological order Must present a problem Don’t use “all of the above” & use “none of the above” sparingly.

Matching items

Completion items

Arrange lists in alphabetic or numeric/chronological order Must present a problem

General Items should be independent. You should not give away a clue to 1 item in another item Consistent formatting • Alternatives listed below each other • Follow rules of grammar and use correct spelling and punctuation

Bibliography Kubiszyn, T., & Borich, G. (2007). Educational Testing and Measurement. Hoboken, USA: John Wiley & Sons. Q Data Consulting: Training and Education. (Unknown). Designing Meaningful Questions: A workshop. South Africa: Self.

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