Module Components

• Overview
• Assignments

Topics

• Planning a Test
• General Rules for Item Writing
• Selected Response Items
• Constructed Response Items
• Context-Dependent Items

Nurs 791 - Instructional Strategies and Assessment

Module 10: Test Planning to Item Development

Selected Response Items

A commonality share by selected response items is that multiple answers are supplied by the test developed for each item. The respondent must CHOOSE the correct response(s) from those supplied. Carefully written, these items offer a variety of approaches to assessing various levels of objectives. True/false, matching, multiple choice, and multiple response items are addressed in this section, and in the assigned readings. Each of these types of items has particular strengths and limitations.

True/False Items

These items typically contain one or more statements and instructions for how to indicate whether they are true or false – thus, instructions for how to indicate the correct response must be clear. What is the respondent to do? Is it to:

1. circle the word true or false?
2. or circle T for true and F for false?
3. or, if using a separate machine-scored response sheet which typically has letters (e.g. from A-E - presuming 5 possible responses), circle the letter “A” for true or the letter “B” for false?
4. or, if using a separate machine-scored response sheet which typically has letters (e.g. from A-E -presuming 5 possible responses), fill in the space for the lletter “A” for true or the letter “B” for false?
5. or, if using a computer administered test, specific instructions must be given for how to mark the correct response in the particular software being used.

Oermann & Gaberson (2009) offer a number of principles that are helpful in writing true/false items. Additional perspectives suggest some alternative formats for variations on the straight true/false item such as yes-no, checklist, and correction type items.

It is also important to be aware of strengths and limitations of using true/false items.For example, while true/false items can easily measure assessment of objectives written at the knowledge level, they can also be used at some higher levels – e.g. an objective using the verb “differentiate” is at the level of comprehension.

Matching

Matching items allow for assessment of learning related to how two parts (ideas, concepts, etc.) relate to each other. A typical format is to have two parallel columns of information that respondents are asked to link or “match.”

Along with careful attention to formatting, it is once again imperative that instructions for how this match is to be accomplished are crystal clear. Are respondents to:

• draw lines connecting the terms that match?
• write in the letter of the correct response from column B that defines the term in column A or ?
• or ???

Instructions for matching items are dependent on, and must be consistent with, how the matching items are formatted. A comparison of desirable and undesirable types of instructions is offered in examples from University of Illinois. This link can also help make you aware aware of the strengths and limitations of using matching items.  In addition, your text offers some valuable principles in writing these types of items.

Multiple Choice Items

Perhaps the most widely used of all types of items, and perhaps one of the maligned, are multiple choice items. Well-constructed, they can be an efficient way to assess some types of learning. Badly constructed multiple choice items like any other type - can be a disaster!

Multiple choice items have three distinct parts:

• the stem (usually a question or a statement related to the choices listed)

as well as the alternative response options which are:

• the correct choice
• and the distractors (incorrect choices)

Some other suggestions for writing “good” multiple choice items are provided from the University of Texas at Austin.

Strengths and limitations of multiple choice items are many. As you read, you can see that writing multiple choice items typically takes quite a lot of time. While writing the stem and correct choice come easily, finding appropriate distractors (incorrect choices) that are appropriate can be very challenging. The good news is that, with practice, even this activity can be less of a challenge!

Multiple Response Items

These items are similar to multiple choice questions EXCEPT that instead of one correct answer, there can be more than one. Several examples are provided in your text.