A multiple-choice question (MCQ) is composed of two parts: a stem that identifies the question or problem, and a set of alternatives or possible answers that contain a key that is the best answer to the question, and a number of distractors that are plausible but incorrect answers to the question. Students respond to MCQs by indicating the alternative that they believe best answers or completes the stem. There are many advantages to using MCQs for assessment.
One key advantage is that the questions are easy to mark and can even be scored by a computer, which makes them an attractive assessment approach for large classes. Well designed MCQs allow testing for a wide breadth of content and objectives and provide an objective measurement of student ability.
The following suggestions for designing MCQs are organized into three sections: 1) general strategies, 2) designing stems, and 3) designing alternatives.
Daftar Isi
General strategies
- Write questions throughout the term. Multiple-choice question exams are challenging and time-consuming to create. You will find it easier if you write a few questions each week, perhaps after a lecture when the course material is still fresh in your mind.
- Instruct students to select the “best answer” rather than the “correct answer”. By doing this, you acknowledge the fact that the distractors may have an element of truth to them and discourage arguments from students who may argue that their answer is correct as well.
- Use familiar language. The question should use the same terminology that was used in the course. Avoid using unfamiliar expressions or foreign language terms, unless measuring knowledge of such language is one of the goals of the question. Students are likely to dismiss distractors with unfamiliar terms as incorrect.
- Avoid giving verbal association clues from the stem in the key. If the key uses words that are very similar to words found in the stem, students are more likely to pick it as the correct answer.
- Avoid trick questions. Questions should be designed so that students who know the material can find the correct answer. Questions designed to lead students to an incorrect answer, through misleading phrasing or by emphasizing an otherwise unimportant detail of the solution, violate this principle.
- Avoid negative wording. Students often fail to observe negative wording and it can confuse them. As a result, students who are familiar with the material often make mistakes on negatively worded questions. In general, avoid having any negatives in the stem or the options. In the rare cases where you use negatives be sure to emphasize the key words by putting them in upper case, and bolding or underlining them. For example:
The Newton motion law does NOT explain of …
a.) Inertia
b.) Acceleration
c.) Reaction-Action Force
d.) Charge Force
Designing stems
- Express the full problem in the stem. When creating the item, ask yourself if the students would be able to answer the question without looking at the options. This makes the purpose of the question clear.
- Put all relevant material in the stem. Do not repeat in each of the alternatives information that can be included in the stem. This makes options easier to read and understand, and makes it easier for students to answer the question quickly.
- Eliminate excessive wording and irrelevant information from the stem. Irrelevant information in the stem confuses students and leads them to waste time:
A number of books have been published about the University of Waterloo. These books fall into various genres such as photographic histories, biographies of prominent people involved with the University, and accounts of the history of individual departments.
Among them was a book whose author is known as “Simon the Troll”. What is the title of this book?
a.) Dreaming in Technicolor
b.) Water Under the Bridge
c.) Of Mud and Dreams
d.) Images of Waterloo
Most of the stem is not necessary to answer the question. A better question would be:
What is the title of the book about Waterloo written by “Simon the Troll”?
a.) Dreaming in Technicolor
b.) *Water Under the Bridge
c.) Of Mud and Dreams
d.) Images of Waterloo
Designing alternatives
- Limit the number of alternatives. Use between three and five alternatives per question. Research shows that three-choice items are about as effective as four or five-choice items, mainly because it is difficult to come up with plausible distractors.
- Make sure there is only one best answer. Avoid having two or more options that are correct, but where one is “more” correct than the others. The distractors should be incorrect answers to the question posed in the stem.
- Make the distractors appealing and plausible. If the distractors are farfetched, students will too easily locate the correct answer, even if they have little knowledge. When testing for recognition of key terms and ideas keep the distractors similar in length and type of language as the correct solution. When testing conceptual understanding, distractors should represent common mistakes made by students.
Waterloo Counselling Services provides workshops about:
a.) cooking skills
b.) hockey refereeing
c.) *study skills
d.) fire safety and prevention
It is unlikely that students would choose options a, b, or d, even if they didn’t know the answer. A better question would have plausible links between the stem and the distractors:
Waterloo Counselling Services provides workshops about:
a.) preparing for marriage
b.) presentation skills
c.) * study skills
d.) psychotherapy research - Make the choices gramatically consistent with the stem. Read the stem and each of the choices aloud to make sure that they are grammatically correct.
- Place the choices in some meaningful order. When possible, place the choices in numerical, chronological or conceptual order. A better structured question is easier to read and respond to:
During what period was James Downey the president of Waterloo?
a.) 1990-1996
b.) 1991-1997
c.) 1992-1998
d.) *1993-1999
- Randomly distribute the correct response. The exam should have roughly the same number of correct answers that are a’s, b’s, c’s, and d’s (assuming there are four choices per question).
- Avoid using “all of the above”. If “all of the above” is an option and students know two of the options are correct, the answer must be “all of the above”. If they know one is incorrect, the answer must not be “all of the above”. A student may also read the first option, determine that it is correct, and be misled into choosing it without reading all of the options.
- Avoid using “none of the above”. The option “none of the above” does not test whether the student knows the correct answer, but only that he/she knows the distractors aren’t correct.
- Refrain from using words such as always, never, all, or none. Most students know that few things are universally true or false, so distractors with these words in them can often be easily dismissed.
- Avoid overlapping choices. Make the alternatives mutually exclusive. It should never be the case that if one of the distractors is true, another distractor must be true as well.
- Avoid questions of the form “Which of the following statements is correct?” There is no clear question being asked, and the choices are often heterogeneous. Such questions are better presented in the form of True/False questions.
Multiple-choice question (MCQ) is composed of two parts: a stem that identifies the question or problem, and a set of alternatives or possible answers that contain a key that is the best answer to the question, and a number of distractors that are plausible but incorrect answers to the question.key advantage is that the questions are easy to mark and can even be scored by a computer, which makes them an attractive assessment approach for large classes and provide an objective measurement of student ability.
For designing MCQs are organized into three sections:
1) General strategies, strategies that can be used are write questions throughout the term, instruct students to select the “best answer” rather than the “correct answer”, use familiar language, avoid giving verbal association clues from the stem in the key, avoid trick questions, and avoid negative wording.
2) Designing stems, can be done with express the full problem in the stem, put all relevant material in the stem,stem and eliminate excessive wording and irrelevant information from the stem.
Most of the stem is not necessary to answer the question.
3) Designing alternatives, to design alternatives can be done by limit the number of alternatives, make sure there is only one best answer, make the distractors appealing and plausibleplausible, make the choices gramatically consistent with the stem, place the choices in some meaningful order, randomly distribute the correct response, avoid using “all of the above”, avoid using “none of the above”, refrain from using words such as always, never, all, or none, avoid overlapping choices, and avoid questions of the form “Which of the following statements is correct?”.
As a test instrument, multiple choice questions have advantages. The advantages of multiple choice questions are as follows:
a. can be scored easily, quickly, and has high objectivity;
b. can measure different levels of cognitive;
c. covers a wide scope of material;
d. appropriate for large-scale exams whose results must be announced soon, such as national exams, school final exams, and civil servant selection exams.
Azizah azzahrah
200103510001
Artikel 3
To assess student learning outcomes a teacher can use a test. There are several kinds of question models that can be made for the exam, one of which is: A multiple-choice question (MCQ). There are many advantages to using MCQs for assessment, one key advantage is that the questions are easy to mark and can even be scored by a computer, which makes them an attractive assessment approach for large classes. Well designed MCQs allow testing for a wide breadth of content and objectives and provide an objective measurement of student ability.
For designing MCQs are
organized into three sections :
1. General Strategies
the parts that must be considered in the general strategies are :
• Write questions throughout the term.
• Instruct students to select the “best answe” rather than the “correct answer”.
• use familiar language.
• Avoid giving verbal association clues from the stem in the key.
• Avoid trick questions .
• Avoid negative wording.
2. Designing stems
the parts that must be considered in the designing stem are :
• Express the full problem in the stem.
• Put all relevant material in the stem.
• Eliminate excessive wording and irrelevent information from the stem.
3. Designing alternatives
the parts that must be considered in the designing alternatives are :
• Limit the number of alternatives.
• Make sure there is only one best answer.
• Make the distactors appealing and plausible.
• Make the choices gramatically consistent with the stem.
• Place the choices in some meaningful order.
• Radomly distribute the correct response.
• Avoid using “all of the above”.
• Avoid using “none of the above”.
• Avoid overlapping choices.
• Avoid qustions of the from ” which of the following statements is correct?”.
Artikel 3
Nama : Sri Rahayu Atikah Arsyad
Nim : 200103512008
A multiple choice question (MCQ) consists of two parts: a bar that identifies the question or problem, and a set of alternative or possible answers containing the key that is the best answer to the question, and a number of distractors whose reasonable but incorrect answers to the question. . Students respond to multiple choice questions by showing the alternative they believe is the best answer or completing the stem. One of the main advantages is that questions are easy to tag and can even be graded by a computer, which makes it an attractive scoring approach for large classes. Well-designed multiple-choice questions allow testing for a broad range of content and purposes and provide an objective measurement of students’ abilities.The following suggestions for designing multiple choice questions are organized into three parts: 1) general strategy, 2) designing stems, and 3) designing alternatives. Multiple choice question exams are challenging and time consuming to create. By doing this, you acknowledge the fact that distractors may have an element of truth to them and prevent arguments from students who might argue that their answers are also correct. Avoid using foreign expressions or foreign language terms, unless measuring knowledge of the language is one of the objectives of the question.
If the key uses words that are very similar to the words found on the stem, students are more likely to choose them as the correct answer. Questions should be designed so that students who know the material can find the correct answer. Questions designed to lead students to the wrong answer, through misleading phrasing or by emphasizing unimportant details of the solution, violate this principle. Students often fail to observe negative words and it can confuse them.As a result, students who are familiar with the material often make mistakes on negative tone questions. In general, avoid having negatives in bars or options. In the rare cases where you use negatives be sure to emphasize keywords by placing them in uppercase, and bolding or underlining them. Designing bars When creating items, ask yourself if students can answer the question without looking at the options.
FUTRI HAKIKI R
200103512004
ICP OF PHYSICS EDUCATION
Designing Multiple-Choice Questions
In designing multiple choice questions, it is necessary to understand the parts such as general strategies, designing stems, and designing alternatives.
In designing the general strategies section, it can be done semester-long and done regularly, instructing students to choose the correct answer from the best, avoiding trick questions, using familiar language and avoiding negative words.
Then for designing stems, it needs to be designed with a complete description of the problem and include relevant material, eliminating redundant words
And last part is designing alternatives. In designing this section there are several things that need to be considered, namely limiting the number of alternatives, ensuring there is only the best answer, making interesting and reasonable distractors, making choices grammatically and consistently, and distributing correct answers randomly, and avoiding questions in the form of “from which of the following statements is true?”.
These are some of the things that need to be considered in making multiple choice questions.
Regarding the use of multiple choice questions, there are many advantages, one of which is easy to assess.
FUTRI HAKIKI R
200103512004
ICP OF PHYSICS EDUCATION
Designing Multiple-Choice Questions
In designing multiple choice questions, it is necessary to understand the parts such as general strategies, designing stems, and designing alternatives.
In designing the general strategies section, it can be done semester-long and done regularly, instructing students to choose the correct answer from the best, avoiding trick questions, using familiar language and avoiding negative words.
Then for designing stems, it needs to be designed with a complete description of the problem and include relevant material, eliminating redundant words
And last part is designing alternatives. In designing this section there are several things that need to be considered, namely limiting the number of alternatives, ensuring there is only the best answer, making interesting and reasonable distractors, making choices grammatically and consistently, and distributing correct answers randomly, and avoiding questions in the form of “from which of the following statements is true?”.
These are some of the things that need to be considered in making multiple choice questions.
Regarding the use of multiple choice questions, there are many advantages, one of which is easy to assess.
Thanks
Name : Putri Tartillah Pratiwi AB
Id : 200103511003
Multiple choice questions are questions that have a set of alternatives or possible answers that contain a key that is the best answer to that question. Multiple choice questions have many advantages for assessment. One of the advantages of multiple choice questions is that they can cover a wider scope of teaching material and allow them to be used for exams with very large numbers of participants. In designing multiple choice questions, it is divided into three parts, namely: (1) General Strategies, (2) Designing stems, (3) Designing alternatives.
Nama : Nurul Pratiwi
NIM : 200103512001
From the above reading, I can conclude that A multiple-choice question (MCQ) is composed of two parts: a stem that identifies the question or problem, and a set of alternatives or possible answers that contain a key that is the best answer to the question, and a number of distractors that are plausible but incorrect answers to the question.
In designing the multiple choice question itself, there are 3 parts in which the sections are general strategies, designing stems, and designing alternatives.
A. General strategies
In the general strategy there are 6 suggestions that can be followed, namely:
1. Write questions throughout the term.
2. Instruct students to select the “best answer” rather than the “correct answer”.
3. Use familiar language.
4. Avoid giving verbal association clues from the stem in the key.
5. Avoid trick questions.
6. Avoid negative wording.
B. Designing stems
In the Designing stems there are 3 suggestions that can be followed, namely:
1. Express the full problem in the stem.
2. Put all relevant material in the stem. Do not repeat in each of the alternatives information that can be included in the stem.
3. Eliminate excessive wording and irrelevant information from the stem.
C. Designing alternatives
In the designing alternatives there are 11 suggestions that can be followed, namely:
1. Limit the number of alternatives.
2. Make sure there is only one best answer.
3. Make the distractors appealing and plausible.
4. Make the choices grammatically consistent with the stem.
5. Place the choices in some meaningful order.
6. Randomly distribute the correct response.
7. Avoid using “all of the above”.
8. Avoid using “none of the above”.
9. Refrain from using words such as always, never, all, or none.
10. Avoid overlapping choices.
11. Avoid questions of the form “Which of the following statements is correct?” There is no clear question being asked, and the choices are often heterogeneous.
Name : Muh Nurfaizi Bahmi
ID : 200103512006
multiple-choice question (MCQ) is composed of two parts: a stem that identifies the question or problem, and a set of alternatives or possible answers that contain a key that is the best answer to the question, and a number of distractors that are plausible but incorrect answers to the question. Students respond to MCQs by indicating the alternative that they believe best answers or completes the stem. One key advantage is that the questions are easy to mark and can even be scored by a computer, which makes them an attractive assessment approach for large classes. Well designed MCQs allow testing for a wide breadth of content and objectives and provide an objective measurement of student ability.
he following suggestions for designing MCQs are organized into three sections:
1. General strategies
– Write questions throughout the term.
– Instruct students to select the “best answer” rather than the “correct answer”.
– Use familiar language.
– Avoid giving verbal association clues from the stem in the key.
– Avoid trick questions.
– Avoid negative wording.
2. Designing stems
– Express the full problem in the stem.
– Put all relevant material in the stem
– Eliminate excessive wording and irrelevant information from the stem.
3. Designing alternatives.
– Limit the number of alternatives.
– Make sure there is only one best answer.
– Make the distractors appealing and plausible.
– Make the choices gramatically consistent with the stem.
– Place the choices in some meaningful order.
– Randomly distribute the correct response.
– Avoid using “all of the above”.
– Avoid using “none of the above”.
– Refrain from using words such as always, never, all, or none.
– Avoid overlapping choices.
– Avoid questions of the form “Which of the following statements is correct?”
Nama : Ildah Apriani
NIM : 200103512005
Multiple choice questions are model questions that consist of two main sections, namely the main questions and answer choices. Well designed MCQs allow testing for a wide breadth of content and objectives and provide an objective measurement of student ability. There are many advantages to using MCQs for assessment. One key advantage is that the questions are easy to mark and can even be scored by a computer, which makes them an attractive assessment approach for large classes.
There are three sections that need to be considered in designing multiple choice questions, namely:
1. General strategies
a. Write questions throughout the term
b. Instruct students to select the “best answer” rather than the “correct answer”.
c. Use familiar language. Avoid using unfamiliar expressions or foreign language terms, unless measuring knowledge of such language is one of the goals of the question.
d. Avoid giving verbal association clues from the stem in the key.
e. Avoid trick questions
f. Avoid negative wording. In the rare cases where you use negatives be sure to emphasize the key words by putting them in upper case, and bolding or underlining them.
2. Designing stems
a. Express the full problem in the stem
b. Put all relevant material in the stem.
c. Eliminate excessive wording and irrelevant information from the stem
3. Designing alternatives
a. Limit the number of alternatives
b. Make sure there is only one best answer
c. Make the distractors appealing and plausible
d. Make the choices gramatically consistent with the stem.
e. Place the choices in some meaningful order.
f. Randomly distribute the correct response.
g. Avoid using “all of the above”
h. Avoid using “none of the above”.
i. Refrain from using words such as always, never, all, or none.
j. Avoid overlapping choices.
k. Avoid questions of the form “Which of the following statements is correct?”
Revalinda Darwis
200102511009
Artikel 3
Designing Multiple-Choice Questions
A multiple-choice question (MCQ) is composed of two parts: a stem that identifies the question or problem, and a set of alternatives or possible answers that contain a key that is the best answer to the question, and a number of distractors that are plausible but incorrect answers to the question. Well designed MCQs allow testing for a wide breadth of content and objectives and provide an objective measurement of student ability.
The following suggestions for designing MCQs are organized into three sections that is General Strategies, Designing stems & Designing alternatives
• In the Genneral Strategies section there are several things that need to be considered, such as Write questions throughout the term ; Instruct students to select the “best answer” rather than the “correct answer” ; Use familiar language ; Avoid giving verbal association clues from the stem in the key ; Avoid trick questions & Avoid negative wording.
• Next, in the Designing Stems section, there are several things to considered are, Express the full problem in the stem ; Put all relevant material in the stem and Eliminate excessive wording and irrelevant information from the stem.
• In the third part, namely Designing Alternatives, the things that need to be considered are Limit the number of alternatives ; Make sure there is only one best answer; Make the distractors appealing and plausible; Make the choices gramatically consistent with the stem; Place the choices in some meaningful order; Randomly distribute the correct response; Avoid using “all of the above”; Avoid using “none of the above”; Refrain from using words such as always, never, all, or none; Avoid overlapping choices; and Avoid questions of the form “Which of the following statements is correct?”.
NAMA : PUTRI AMELIA
NIM : 200103511004
Conclusion of 3rd Articles
A multiple-choice question type where the respondent is asked to choose one or more items from a limited list of choices
To designing a multiple-choice question there are several points that we can follow :
1. General Strategies
• Write questions throughout the term.
• Instruct students to select the “best answer” rather than the “correct answer”
• Use familiar language
• Avoid giving verbal association clues from the stem in the key.
• Avoid trick questions
• Avoid negative wording.
2. Designing Stems
• Express the full problem in the stem.
• Put all relevant material in the stem.
• Eliminate excessive wording and irrelevant information from the stem
3. Designing Alternative
• Limit the number of alternatives.
• Make sure there is only one best answer.
• Make the distractors appealing and plausible.
• Make the choices gramatically consistent with the stem.
• Place the choices in some meaningful order.
• Randomly distribute the correct response.
• Avoid using “all of the above”.
• Avoid using “none of the above”.
• Refrain from using words such as always, never, all, or none.
• Avoid overlapping choices.
• Avoid questions of the form “Which of the following statements is correct?
Name: Hikmawati
NIM: 200103511008
Activity 3
A multiple choice question is composed of two parts: a stem that identifies the question or problem, and a set alternatives or possible answers that contain a key that is the best answers to the question, a number of distractors that are plausible but incorrect answers to the question. instruct students to select the best answer rather than the correct answer. By doing this, you acknowledge the fact that the distractors may have an element of truth to them and discourage arguments from students who may argue that their answer is correct as well.
in designing MCQ we avoid trick questions. questions should be design so that students who know the material can find the correct answer. we avoid too, to using “all of above”. if it is an option and students know two of the options are correct, the answer must be ” all of the above”.
Multiple-choice questions consist of two parts, namely a bar that identifies the question or problem and a set of alternatives containing a key which is the best answer to a question. Students answer about multiple choice by showing possible alternatives as the best answer or completing the stem. The main advantage of using multiple choice is that it is easy to mark and grade by a computer. There are three suggestions used to design multiple choices, namely general strategies, designing stems, and designing alternatives.
For general strategies:
1. write questions throughout the term
2. instruct students to select the “best answer” rather than the “correct”
3. use familiar language
4. avold giving verbal association clues from the stem in the key
5. avoid trick questions
6. avoid negative wording
Designing stems:
1. express the full problem in the stem
2. pu all relevant material in the stem
3. eliminate excessive wording and irrelevant information from the stem
Designing alternatives:
1. limit the number of alternatives
2. make sure there is only one best answer
3. make the distractors appealing and plausible
Nama : Rifaatul Mahmudah
NIM : 20010351100
There are many advantages to using MCQs for assessment. One key advantage is that the questions are easy to mark and can even be scored by a computer, which makes them an attractive assessment approach for large classes. Well designed MCQs allow testing for a wide breadth of content and objectives and provide an objective measurement of student ability. Suggestions for designing MCQs are organized into three sections, that is:
– General strategies
Instruct students to select the “best answer” rather than the “correct answer”. By doing this, you acknowledge the fact that the distractors may have an element of truth to them and discourage arguments from students who may argue that their answer is correct as well. Questions should be designed so that students who know the material can find the correct answer. Questions designed to lead students to an incorrect answer, through misleading phrasing or by emphasizing an otherwise unimportant detail of the solution, violate this principle.
– Designing stems
When creating the item, ask yourself if the students would be able to answer the question without looking at the options. Put all relevant material in the stem. Do not repeat in each of the alternatives information that can be included in the stem. This makes options easier to read and understand, and makes it easier for students to answer the question quickly. Eliminate excessive wording and irrelevant information from the stem.
– Designing alternatives
Limit the number of alternatives, use between three and five alternatives per question. Research shows that three-choice items are about as effective as four or five-choice items. Make the choices gramatically consistent with the stem. Read the stem and each of the choices aloud to make sure that they are grammatically correct. Place the choices in some meaningful order. When possible, place the choices in numerical, chronological or conceptual order. Most students know that few things are universally true or false, so distractors with these words in them can often be easily dismissed. Avoid overlapping choices. Make the alternatives mutually exclusive.
Designing Multiple-Choice Questions
The two components of a multiple-choice question (MCQ) are the stem, which defines the question or problem, and the alternatives or possible solutions, which include a key, which is the optimal response to the question, and a number of distractors, which are reasonable but inaccurate responses. Students reply to multiple-choice questions by selecting the option that they feel best answers the question or completes the stem. MCQs provide a lot of benefits when used for testing.
The fact that the questions are simple to mark and can even be scored by a computer is a major benefit that makes them a desirable assessment method for classes with many students. A wide range of information and objectives can be tested with well-designed MCQs, which also offer an accurate assessment of student aptitude. The following recommendations for creating MCQs are divided into three groups: constructing stems, designing alternatives, and planning broad strategies.
1. General strategies
• Write questions throughout the term.
• Instruct students to select the “best answer” rather than the “correct answer”.
• Use familiar language.
• Avoid giving verbal association clues from the stem in the key.
• Avoid trick questions.
• Avoid negative wording.
2. Designing stems
• Express the full problem in the stem.
• Put all relevant material in the stem.
• Eliminate excessive wording and irrelevant information from the stem.
3. Designing alternatives
• Limit the number of alternatives.
• Make sure there is only one best answer.
• Make the distractors appealing and plausible.
• Make the choices gramatically consistent with the stem.
• Place the choices in some meaningful order.
• Randomly distribute the correct response.
• Avoid using “all of the above”.
• Avoid using “none of the above”.
• Refrain from using words such as always, never, all, or none.
• Avoid overlapping choices.
• Avoid questions of the form “Which of the following statements is correct?”
Name : Nurul Aziza Wulandari
ID : 200103512009
Multiple choice (MC), objective response or MCQ (for multiple choice question) is a form of an objective assessment in which respondents are asked to select only correct answers from the choices offered as a list. There is suggestions for designing MCQs are organized into three sections: 1) general strategies, 2) designing stems, and 3) designing alternatives. For General strategies, it can be write questions throughout the term, Instruct students to select the “best answer” rather than the “correct answer”, Use familiar language, Avoid giving verbal association clues from the stem in the key, Avoid trick questions, and Avoid negative wording. The second is designing stems, it can be Express the full problem in the stem, Put all relevant material in the stem, and Eliminate excessive wording and irrelevant information from the stem. For the third is Designing alternatives it can be Limit the number of alternatives, Make sure there is only one best answer, Make the distractors appealing and plausible, etc.
Aqil Marwan (200103512002)
Multiple choice questions (MCQ) consist of 2 parts, namely a stem that identifies the question and possible answers that contain an answer key. One of the advantages is that questions are easy to tag and can even be graded by a computer which makes it an attractive scoring approach for large classes. There are several strategies for solving multiple choice questions, namely:
1. General strategy
– write questions throughout the semester
– instruct students to choose the best answer over the most correct answer
– use familiar language
– avoid trick questions
2. Designing the rod
– state complete problem in trunk
– put all relevant material into the trunk
– remove redundant words and irrelevant information from root words
3. designing alternatives
– limit the number of alternatives
– make sure there is only one best answer
– make choices grammatically consistent with the stem
– place the options in some meaningful order
– distribute correct answers randomly
– avoid using all of the above
– avoid using none of the above
– avoid using words like always, never, all, or nothing
– avoid overlapping options
Summary
A multiple-choice question (MCQ)is composed of two parts: a stem that identifies the question or problem, and a set of alternatives or possible answer that contain a key that is the best answer to the question.
There are 3 suggestions for designing MCQs which is
1. General strategies, where here we are avoid using unfamiliar expression or foreign language terms, unless measuring knowledge of such language is one of the goals of the question. And If the key uses words that are very similar to words found in the stem, students are more likely to pick it as the correct answer. The others is questions should be designed so the students who know the material can find the correct answer. And as a result, students who are familiar with the material often make mistakes on negatively worded question
2.Designing stems, express the full problem in the stem, this makes options easier for student to answer the question quickly. Irrelevant information in the stem confuses students and leads them to waste time and most of the stem is not necessary to answer the question.
3.Designing alternatives in this state avoid having two or more options that are correct, but where one is “more” correct than the others. The distractors should be incorrect answer to the question posed in the stem. If the distractors are fardetched, students will to easily locate the correct answer, even if they have little knowledge, thats why we should make the distractors appealing and plausible. Next is the exam should have roughly the same number of correct answer that are a’s, b’s, c’s, and d’s. The next thing is to avoid using “all of the above”, if ” All of the above “is an option and students know two of the options are correct, the answer must be ” All of the above”. A student may also read the first option, determine that is correct and be misled inti choosing it without Reading all the options. And for the last one avoid questions of the form”which if the following statement is correct? “There is no clear question being asked and the choices are often heterogeneous.
Nama : Anggun Devita
Nim : 200103512010
So who can I conclude about article about Designing Multiple-Choice Questions that is it there is three part main namely :
1. General strategies
2. Designing stems
3. Designing alternatives
General strategies containing about description by general in Designing Multiple-Choice Questions with a number of step namely :
• Make the points important from every end learning as ingredient reference make question
• Command student for choose answer best from correct answer . By because it , You confess that a little disturbance could contain points truth and could confusing possible student claim answer they right . .
• Use common language . Question must use the same term that used in course .
• Avoid use expression or term language foreign except measure skills language is wrong one destination question .
• Avoid instruction verbal associative of keywords .
Then next designing stem , on part this explained that in designing stem our must simplify problem that will lifted so that no cause information too much and no relevant in Designing Multiple-Choice Questions .
Next designing alternatives, on part this importance for plan option right answer and permanent give answer best between answer appropriate or deceiver . Avoid a number of use of words, such as ” all ” Thing above ”, “ no none above ” and so on , because Thing the could with easy ignored by students . Then Avoid overlapping options overlap .
Nama : Annisa Idrulya Salsabila
NIM. : 200103511005
Multiple choice questions are those questions that are posed alongside a selection of possible answers. Typically, three to five options are given alongside for the respondents to choose from. The nature of the answer options, i.e., whether answers should remain single select or multi-select, largely depends on the discretion of the survey maker. The respondent then goes on to select one (or more) options from the multiple choices. Multiple choice question (MCQ) is one of the most often used as a method for assessing student learning outcomes in various levels of education in a short period of time. Until Currently, MCQ is used more often than essay.
In assessing the MCQ questions, you can use item analysis method. Item analysis is the process of collecting, summarize, and use information from student responses to assess quality and difficulty of test items. Quality and The difficulty of the questions can be assessed from the level of difficulty, the level of discrimination, and the number of distractor effectiveness . The analysis item is used to examine the balance of the MCQ questions so that in accordance with the competence objectives of the material being taught and are within the student’s ability. MCQ questions that don’t balanced will affect student learning outcomes, especially students highly capable. Balanced MCQ questions can solve the problem, and help students achieve average learning outcomes which is sufficient for passing grades and helps spread the value of learning outcomes students
Types of Multiple Choice Questions :
•Single select multiple choice questions
•Multi-select multiple choice questions
•Dropdown menu multiple choice questions
•Star rating multiple choice questions
•Text slider multiple choice question
•Numeric slider multiple choice question
•Thumbs Up/Down multiple choice question
•Matrix table multiple choice question
•Rank order multiple choice question
•Image/picture based multiple choice question
Name : Nurul Pratiwi Sahabuddin
NIM : 200103510003
A multiple-choice question (MCQ) is composed of two parts: a stem that identifies the question or problem, and a set of alternatives or possible answers that contain a key that is the best answer to the question, and a number of distractors that are plausible but incorrect answers to the question. Ones of the advantage of using MCQs is that the questions are easy to mark and can even be scored by a computer, which makes them an attractive assessment approach for large classes. The following suggestions for designing MCQs are organized into three sections:
1) general strategies
In general strategies there are several things that need to be considered, namely :
a. Write questions throughout the term. Multiple-choice question exams are time-consuming to create. It is recommended, to write a few questions each week, perhaps after a lecture/lessons when the course material is still fresh in our minds.
b. Instruct students to select the “best answer” rather than the “correct answer”.
c. Use familiar language. Avoid using unfamiliar expressions or foreign language terms, unless measuring knowledge of such language is one of the goals of the question.
d. Avoid giving verbal association clues from the stem in the key.
e. Avoid trick questions.
f. Avoid negative wording. In general, avoid having any negatives in the stem or the options. In the rare cases where you use negatives be sure to emphasize the key words by putting them in upper case, and bolding or underlining them.
2) Designing Stems
In designing stems there are several things that need to be considered, namely
a. Express the full problem in the stem.
b. Put all relevant material in the stem.
c. Eliminate excessive wording and irrelevant information from the stem.
3) Designing Alternatives
In designing alternatives there are several things that need to be considered, namely
a. Limit the number of alternatives
b. Make sure there is only one best answer. Avoid having two or more options that are correct, but where one is “more” correct than the others.
c. Make the distractors appealing and plausible.
d. Make the choices gramatically consistent with the stem.
e. Place the choices in some meaningful order.
f. Randomly distribute the correct response.
g. Avoid using “all of the above”.
h. Avoid using “none of the above”.
i. Refrain from using words such as always, never, all, or none.
j. Avoid overlapping choices
k. Avoid questions of the form “Which of the following statements is correct?”. This questions are better presented in the form of True/False questions.
NURLINDA NOMPO
200103511006
ICP PHYSICS EDUCATION
A multiple choices question is a type of test that is arranged to 2 parts which are questions and mutiple answer. To design a multiple choice question, we need to follow some suggestions which are organized to 3 steps :
1. General Strategies. This first step is divided into 6 sub steps, which are :
• writes the multiple choice questions according to the terms.
• Instructing the student to do their best in answering the questions
• using language that is easy to understand
• dont give clues in the questions
• dont use tricky question
• dont confuse students using negative words
2. Designing stems. The second step is divided into 5 sub steps, which are :
• explaining the problems in the question.
• giving all the reuired materials in questions.
• dont use unnecessary words in questions.
3. Designing alternatives. This third step is divided into few sub steps, which are :
• make a limit for the alternatives.
• put a best answer in choices.
• dont use “all of the above” and “none of the above” Phrases.
Nama: Zarkia Fatna Dillah
NIM: 200103511002
Conclusion:
A multiple choice question is a question whose answer must be chosen from several possible answers provided by the speaker. Students usually like multiple choice questions because they can choose the answer they think is correct without having to recall.
Multiple choice questions consist of the subject matter (stem) and answer choices (options). The subject matter consists of a stimulus in the form of sentences/pictures/graphics and incomplete statements or questions. While the answer choices consist of 1 (one) answer key and a distracting answer.
The advantage of multiple choice questions is that they can measure various levels of knowledge (cognitive). In addition, the scoring of multiple choice questions can be done easily, quickly, and objectively. The form of multiple choice questions is also very appropriate for exams that have very many participants or are mass in nature.
While the weaknesses of multiple choice questions include taking a relatively long time to write them, difficult to make homogeneous distracting answers, and there is an opportunity to guess the answer key.
The material to be measured or asked must be clear, not cause different meanings or interpretations with the purpose of the question and only contain one problem for each number.
The formulation of the main questions and the answer choices must be only required statements, meaning that the formulations or statements that are not actually needed do not need to be included. In the subject matter, there should be no words, phrases, or expressions that can provide clues to the correct answer.
The main question should not have two or more words that have a negative meaning. This is to prevent students’ misinterpretation of the meaning of the statement in question.
There is a tendency for students to choose the longest answer, because often the longer answer is more complete and is the answer key. So the question must use relatively the same answer choices.