Multiple-Choice Test Items

DOE-HDBK-1204-97

6. MULTIPLE-CHOICE TEST ITEMS

Constructing a quality multiple-choice test item has two major advantages. First, the scoring

of objective test items is considerably more reliable and less time consuming than scoring

subjective test items. Second, since the test item requires less time to answer, more test

items can be used to test trainee knowledge. This will provide better content coverage,

which will also increase test validity.

There are two distinct parts of a multiple-choice test item, the stem and the choices,

alternatives, responses, or options. The stem is the introductory statement, and its

functions are to ask a question, define a task, or state a problem to be solved. The

alternatives, responses, or options are the listed responses to the stem. The alternative part

may be viewed in two classifications, the response that is the one correct or best answer,

and the remaining incorrect responses (called distractors).

The multiple-choice format of test item can be a good selection to:

To assess a trainee's ability to discriminate and make choices

To comprehend concepts, principles, and generalizations

To make judgements about and choices among various courses of action

To infer and reason

To interpret new data or information

To apply information and knowledge.

The multiple-choice test item is not a good selection to use when the trainer needs to

measure:

The trainee's ability for recollection under minimum prompting

The ability to explain and give examples

The ability to produce and express unique or original ideas

The ability to organize personal thoughts

The ability to display thought processes or patterns of reasoning.