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V. Writing Objective Test ItemsMultiple Choice Questions (MCQs) | Main Idea MCQ Format
True/False/Not Enough Information (TFN) | MatchingMultiple Choice Questions (MCQs)
Multiple-choice questions are the hardest type of objective question to write for classroom teachers. Although many people believe MCQs are simplistic, actually the format can be used for intellectually challenging tasks. Teachers should keep the following guiding principles in mind when writing MCQs:
· The optimum number of response options for F/SL testing is four.
· With four response options, one should be an unambiguous correct or best answer. The three remaining options function as distractors.
· Distractors should attract students who are unsure of the answer.
· All response options should be the same length and level of difficulty.
· All distractors should be related in some way (e.g. same part of speech).
· The question task should be clear from the stem of the MCQ.
· The language of the stem and response options should be as simple as possible to avoid skill contamination.
· The selection of the correct or best answer should involve interpretation of the passage/stem, not merely the activation of background knowledge or "selective verbatim" .· Avoid using "all of the above" , "none of the above", or "a, b, and sometimes c, but never d" options.
· All response options should be grammatically correct
· Correct answers should appear equally in all positions.· Make sure there is a correct answer for each item.
· Whenever possible, context should be provided.
· Recurring information in response options should be moved to the stem.
· Avoid writing absurd or "giveaway" distractors.
· Avoid extraneous clues.
· Avoid sequential items where the successful completion of one question presupposes a correct answer to the preceding question.
back to topThe testing of the main idea of a text is frequently done via MCQs. The recommended word count of the paragraph or text itself should be based on course materials. One standard way to test main idea employs an MCQ format with the response options written in the following way:
· JR (just right) This option should be the correct or best answer.
· TG (too general) This distractor relates an option that is too broad.
· TS (too specific) This distractor focuses on one detail within the text or paragraph.
· OT (off topic) Depending on the level of the students, this distractor is written so that it reflects an idea that is not developed in the paragraph or text. For more advanced students, the idea would be related in some way.Main idea can also be tested via the TFN format by using the "This text/paragraph is mostly about..." prompt.
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True/False/Not Enough Information (TFN)True/False/Not Enough Information questions are a reliable way of testing reading comprehension provided that there are enough questions. They have the added advantage of being easier and quicker to write than MCQs. Teachers should keep the following guidelines in mind when writing TFNs:
· Questions should be written in language at a lower level of difficulty than the text.
· Questions should appear in the same order as they appear in the text.
· The first question should be an "easy" question. This serves to reduce text anxiety.
· Avoid using absolutes like "always" or "never" in TFNs.
· Have students circle T F N rather than write a letter in a blank.
· To increase the discrimination or reduce the guessing factor, add the Not Enough Information option. It means that the necessary information to answer the question is not included in the text.
· Successful completion of TFN items should depend on the student's reading of the text, not on background knowledge.
· Avoid discernible patterns for marking i.e. TTTFFFNNN
· Avoid verbatim selection or simply matching the question to words/phrases in the text.
· Paraphrase questions by using vocabulary and grammar from course materials.· The TFN format is effectively used to test reading, but should be avoided for listening comprehension.
back to topMatching
Matching is an extended form of MCQ that draws upon the student's ability to make connections between ideas, vocabulary and structure. The advantage over MCQs is that the student has more distractors per item. Additionally, writing items in the matching format is somewhat easier for teachers than either MCQs or TFNs. These are some important points to bear in mind:
· Include more items in the answer group than in the question group.
· Never write items that rely on direct 1-on-1 matching. The consequence of 1-on-1 matching is that if a student gets one item wrong, at least two are wrong by default. By contrast, if the student gets all previous items right, the last item is a "process of elimination freebie".
· Matching can be used very effectively with related items for gap-fill paragraphs instead of two lists. In this way, students focus on meaning in context and attend to features such as collocation.
· If a two-column format is used for matching, number the questions and letter the answer options. Leave a space for students to write the letter of the chosen answer. This prevents lines drawn from Q to A columns.
· Two-column matching formats should be sparingly used for word association tasks. When this is the specific testing objective, be sure that the syntax between the two columns is correct and unambiguous.
· Avoid extraneous clues such as using "an" when the correct answer starts with a vowel.
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