This tutorial from the University of Minnesota Office of Measurement Services is written for UM faculty to assist them in creating course exams using multiple choice test items. Multiple-Choice (MC) items have many advantages that make them widely used and highly regarded. They also have disadvantages, some of which can be reduced by careful attention to good item-writing and item analysis practice.
Type of Material:
Guideline for developing Multiple Choice test items for evaluation of teaching and learning. Teacher preparation classes might use the material on multiple choice testing for the teaching of assessment. College and high school instructors could use the information on creating strong test items.
Identify Major Learning Goals:
Provide the reader with information to appropriately construct a multiple choice (MC) test item. The reader will identify the advantages and disadvantages of a multiple-choice test item, and capitalize the advantages by following the easy to follow guides.
Target Student Population:
Pre-service and in-service teachers as well as university faculty. This is appropriate for undergraduate, graduate, and faculty development activities.
Prerequisite Knowledge or Skills:
Evaluation and Observation
Content is accurate and reflects best practices currently in use by educational psychologist. Content is appropriately sequenced.
The learning object could be improved by providing examples of best, good, and poor items. A discussion of each example would make the material much clearer.
Potential Effectiveness as a Teaching Tool
Clear, sequential in the layout of construction beginning with advantages and ending with guidelines for writing the stem and the distractors. The site could be used as a resource for potential teachers. As well, the materials might be useful for research and assessment classes.
Just another read. This information can be found in most any textbook on educational assessment. It does not seem to provide anything new, and lacks appropriate examples that would make the narriative easier to understand and visualize.
Ease of Use for Both Students and Faculty
Easy to read, it is just a matter of scrolling down the page with no interaction.
Because there is no interaction with the learning material, viewers could easily pass this object. There are other areas on the page that would take the reader into a very different direction. This learning object appears to be part of a faculty development project at the Univesity of Minnesota, but the items on the right side of this page draws the viewer to explore and may in-fact take away from the impact of this object.