Multiple-Choice Test Items cont'd

DOE-HDBK-1204-97

Multiple-choice test items require trainees to select the best answer from a series of

choices. This series of choices can use calculations, descriptions, arguments, estimates,

sketches, etc. They are useful for testing knowledge, comprehension, and application of

knowledge and theory. Since the answer is provided, the subjective aspect of scoring is

eliminated. Furthermore, scoring can be conducted by mechanical means. If the stem is

properly developed, multiple-choice test items can effectively test higher-level, cognitive

abilities, such as, analysis, synthesis, and evaluation. The latter abilities are difficult to

measure directly through any type of written test item; however, the essay-format of test

item is preferred for this application.

The multiple-choice test item is the best choice where there are numerous test items

covering a category of topics, and the objectivity of scoring is the most important

consideration. For instance, an examination that determines the trainee's selection for the

job position. The multiple-choice test item can be used to test a greater variety of learning

objectives and does not require the trainee to write out and elaborate their answers,

minimizing the opportunity for less knowledgeable trainees to bluff or dress up their

answers.

Multiple-choice test items should not be used when:

The test item calls for a numerical answer, as in computational problems

Writing the answer does not take any longer than using an answer sheet or

marking the answer to the multiple-choice test item.

The development of multiple-choice test items from learning objectives involves three steps:

Create the stem of the test item by forming a question of an incomplete

sentence that implies a question

Write the correct answer to the stem in as few words as possible

Write distractors that are plausible to trainees lacking the degree of knowledge

you want the test item to assess.