Objective Test Items

Objective test items Briefly discuss the mistakes made by evaluators when phrasing true-false items.

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Evaluators use ambiguous statements. They construct long statements that confuse learners. They use double-negative statements which are difficult to interpret. Evaluators use absolutes like never, only, always, etc. The use of double barreled statements is also another mistake. They do not emphasize negative statements. Generally, evaluators do not reduce the effect of guessing. Briefly discuss the mistakes made by evaluators when phrasing matching items.

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Evaluators keep the column of long descriptions on the right. They use heterogeneous lists or items. Their lists of descriptions and options have equal number of items. Their lists of descriptions and options are numbered the same way. They use more than one correct response for one option. Briefly discuss the mistakes made by evaluators when phrasing multiple- choice items.

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Evaluators are not concise with the stem. They give multiple defensible options. Their distracters are not plausible. They give grammatical clues e.g. is, a, an, etc. Their clues are not of the same length. Evaluators repeat words that are in stem. When clues involve dates, they are not in chronological order. They include heterogeneous clues. They use terms like ‘all of the above’, ‘none of the above’. Briefly discuss the mistakes made by evaluators when phrasing completion items.

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They use more than one blank. They are not specific.

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They use more than one answer questions. They do not omit only the key item. Briefly discuss approaches that can be followed when phrasing higher level multiple-choice items. Including the responses given in question 3 above, phrasing higher level multiple-choice items involve three main categories:

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The use of pictorial, graphical or tabular stimuli. The use of analogies that demonstrate relationships among terms. The application of previously learned principles or procedures to novel situations.