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Table 1. Tips for developing the stem of a multiple-choice test item |
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|  DOE-HDBK-1204-97
The following table provides tips for use in developing the stem of a multiple-choice test
item.
TABLE 1. Tips for developing the stem of a multiple-choice test item
To do
To avoid
1.
If possible, write as a direct
1.
Avoid extraneous, superfluous, and
question.
non-functioning words and phrases
that are mere window dressing.
2.
If an incomplete sentence is used,
be sure that
2.
Avoid negatively worded test items.
C
It implies a direct question
3.
Avoid phrasing the test item so that
C
The alternatives come at the
the personal opinion of the trainee
end (rather than in the
is an option.
middle) of a sentence.
4.
Avoid textbook wording.
3.
Control the wording so vocabulary
and sentence structure are at a
Avoid cluing or linking test items
5.
relatively low and non-technical
(i.e., having the correct answer to
level.
one test item clued or linked to the
correctness of the answer of a
4.
In test items testing definitions,
previous test item).
place the word or term in the stem
and use definitions or descriptions
as alternatives.
6.1 Styles of Multiple-Choice Test Items
Multiple-choice test items are the most common form of structured response-type test items.
By definition, multiple-choice includes alternate-choice (true/false, yes/no, right/wrong) and
matching. Both types vary only in the number of alternatives available.
Matching test items can be used where developers want to assess ability to draw
relationships between a similar set of ideas. While matching test items can be objectively
scored, care must be taken to ensure that associations made in each column are similar in
nature and kind (i.e., conditions and procedures, causes and results, actions and
individuals).
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