Designing MC Exams
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This document outlines best practices for designing objective multiple-choice exams, emphasizing the importance of aligning questions with learning objectives and using Bloom's taxonomy. It provides strategies for writing clear and effective questions, managing exam length, and evaluating item quality through peer review and analysis. The document also suggests methods for enhancing student experience and reducing test anxiety.
Designing MC Exams
- 1. Designing Objective (Multiple Choice) Exams Mike DeBisschop, Dawn Rager, and Theresa Westbay
- 2. Tools & Strategies for Writing Questions Types of Questions Factual Conceptual Applied See examples corresponding to Bloom’s Taxonomy at the University of Texas Instructional Assessment Resources website Content of Questions and the Exam as a Whole Work backwards from learning objectives Does the distribution of items make sense given the learning objectives? Construct an exam blueprint See example blueprint at the University of Texas Instructional Assessment Resources website
- 3. Another Example of an Exam Blueprint % of Test Items at Each Level Number of Questions 4 3 2 1 Applied Questions Conceptual Questions Factual Questions Topics % of Test Devoted to Each Topic Number of Questions Levels of Understanding
- 4. Tools & Strategies for Writing Questions Design of Questions Simplicity and clarity are usually best Avoid "tricky" or confusing questions Take extra care when using negative language Avoid obvious distracter items Time Considerations Carefully consider the length of the exam and time required to complete it Influenced by the nature of the items Try to keep questions brief Consider individual student variability
- 5. Minimizing Test Anxiety Consider giving practice questions Consider permitting students to ask for clarification Consider using humor in small doses
- 6. Evaluating Test Items & the Exam as a Whole Item analysis Peer review Consider allowing students to challenge questions in a controlled, but fair manner Consider marking and quickly reviewing scantrons by hand to detect errors and discourage cheating What to do when you discover that an item is faulty Evaluate the overall grade distribution Compare across sections and/or over time if possible Use the information gathered reflectively in designing future exams
- 7. Activity: Evaluating Items Activity on evaluating multiple choice items at the University of Texas Instructional Assessment Resources website
- 8. Additional Resources PETAL website Grading Writing Multiple-Choice Questions that Demand Critical Thinking Designing and Managing MCQs :