Styles of Multiple-Choice Test Items cont'd

DOE-HDBK-1204-97

The most common multiple-choice form consists of a stem and the choices. The choices

include the correct answer and several distractors. This form is illustrated in the following

example:

Test item:

The atoms of a chemical element all have the same

STEM

(a)

Atomic number (Correct choice)

(b)

Relative atomic mass (Distractor)

(c)

Number of neutrons in the nucleus (Distractor)

(d)

Number of nucleons in the nucleus (Distractor)

There are various ways of producing and selecting distractors. The test item developer can

independently (or in discussion with colleagues) determine possible distractors. An effective

method is to develop a simple test item of a fill-in-the-blank statement. For example: What

do all the atoms of a chemical element have in common? Then, give this test item to a

group of trainees. Possible distractors that will emerge from their responses are usually

more effective than those devised by the test-item developer, particularly since the

distractors also identify trainee learning errors.

The selection of distractors should be based on the required depth of trainee understanding.

One set of distractors may be appropriate only when a general understanding of a subject is

required, while a different set of distractors is needed when an in-depth understanding is

required (see the Model A example below).

Developing a good multiple-choice test item, written at the application level of the cognitive

domain, which also adheres to good test item construction guidelines (i.e., valid,

operationally oriented, plausible distractors) presents a challenge to the developer. To

assist and guide you in designing multiple choice test items, the following four models are

presented: