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Writing is not the kind of process where you have to finish step one before moving on to step two, and so on.Your job is to make your ideas as clear as possible for the reader, and that means you might have to go back and forth between the prewriting, writing and revising stages several times before submitting the paper.It's about a relationship between you, other writers, and your teacher/audience.
In addition, the objective scoring associated with multiple choice test items frees them from problems with scorer inconsistency that can plague scoring of essay questions.
Validity is the degree to which a test measures the learning outcomes it purports to measure.
A multiple choice item consists of a problem, known as the stem, and a list of suggested solutions, known as alternatives. A stem that presents a definite problem allows a focus on the learning outcome.
The alternatives consist of one correct or best alternative, which is the answer, and incorrect or inferior alternatives, known as distractors. A stem that does not present a clear problem, however, may test students’ ability to draw inferences from vague descriptions rather serving as a more direct test of students’ achievement of the learning outcome. Students often have difficulty understanding items with negative phrasing (Rodriguez 1997).
If a significant learning outcome requires negative phrasing, such as identification of dangerous laboratory or clinical practices, the negative element should be emphasized with italics or capitalization. A question stem is preferable because it allows the student to focus on answering the question rather than holding the partial sentence in working memory and sequentially completing it with each alternative (Statman 1988).
The cognitive load is increased when the stem is constructed with an initial or interior blank, so this construction should be avoided.
Multiple choice test items are less susceptible to guessing than true/false questions, making them a more reliable means of assessment.
The reliability is enhanced when the number of MC items focused on a single learning objective is increased.
In constructing multiple choice items to test higher order thinking, it can also be helpful to design problems that require multilogical thinking, where multilogical thinking is defined as “thinking that requires knowledge of more than one fact to logically and systematically apply concepts to a …problem” (Morrison and Free, 2001, page 20).
Finally, designing alternatives that require a high level of discrimination can also contribute to multiple choice items that test higher-order thinking.