EMT 406
Assessment and Evaluation in
Mathematics Education
Dr. N. Tuğçem Şahin Bayık
Constructing Objective Test
Items:
Multiple-Choice Forms
Learning objectives
1 Describe the characteristics and structure of multiple-choice items
2 Distinguish between correct-answer and best-answer item types
3 Identify the range of learning outcomes multiple-choice items can measure
4 Evaluate the advantages and limitations of the multiple-choice format
5 Apply construction guidelines to create high-quality multiple-choice items in
mathematics
KEY TERMS
• A multiple-choice item consists of a problem and a list of
suggested solutions.
• The problem may be stated as a direct question or an
incomplete statement and is called the stem of the item.
• The correct alternative in each item is called the answer,
and the remaining alternatives are called distractors (also
called decoys or foils).
LET’S ANALYSE A MULTIPLE-CHOICE ITEM.
STEM
A rectangle has a perimeter of 24 cm. The problem can be a question or incomplete
If its length is twice its width, statement
what is the width of the rectangle?
ALTERNATIVES
All possible response options (also: choices, options)
A 4 cm ✓ ← answer ✓
B 6 cm ← distractor ANSWER
C 8 cm ← distractor The single correct or best alternative
D 12 cm ← distractor
DISTRACTORS
The incorrect alternatives (also: decoys, foils)
Designed to distract uninformed students
Answer: width = w; length = 2w; perimeter = 2(w + 2w) = 6w = 24 → w = 4 cm ✓ (A)
TWO FORMS OF THE ITEM STEM
DIRECT QUESTION FORM INCOMPLETE STATEMENT FORM
Which of the following is a solution to The solutions of x² – 5x + 6 = 0 are
the equation x² – 5x + 6 = 0?
A x = 1 and x = 4
A x=1
B x = 2 and x = 3 ✓
B x=2 ✓
C x = 3 and x = 4
C x=4
D x = 1 and x = 6
D x=6
✔ Easier to write ✔ More concise
✔ Natural for younger students ✔ Reduces reading time
✔ More likely to present a clearly formulated problem ✔ If skillfully phrased, clarity can be retained
💡 A common procedure is to start with the direct question form and shift to incomplete statement only when it improves clarity
and/or conciseness.
CORRECT-ANSWER vs BEST-ANSWER TYPE
CORRECT-ANSWER TYPE BEST-ANSWER TYPE
What is the value of x in the equation Which method is most efficient for solving
3x + 9 = 0? x² – 7x + 12 = 0?
A x = −9 A The quadratic formula
B x = −3 ✓ B Factoring ✓
C x=3 C Completing the square
D x=9 D Graphing
ONE absolutely correct answer BEST answer — others have merit too
Used for Factual knowledge, computation, definitions Reasoning, interpretation, methods
Difficulty Generally easier More difficult (finer distinctions)
Who/What/When/Where ✓ Ideal Why & How questions
MEASURING KNOWLEDGE OUTCOMES
TERMINOLOGY SOLUTIONS AND FACTS
Which of the following best defines a prime number? What is the value of √144?
A A divisor of any whole number A 10
B A number divisible only by 1 and itself ✓ B 11
C An odd number greater than 1 C 12 ✓
D A number with exactly two factors other than 1 D 14
PRINCIPLES METHODS AND PROCEDURES
The sum of interior angles of a triangle always equals To find the mean of a data set, you should
A 90° A Find the middle value when ordered
B 180° ✓ B Identify the most frequent value
C 270° C Divide the sum of values by the count ✓
D 360° D Subtract the minimum from the maximum
The multiple-choice items can assess knowledge, understanding, and sometimes higher-order thinking. The golden rule is that
the content of the problem situation should be novel.
APPLYING A PRINCIPLE A The lines intersect at x = 0
B The lines are parallel ✓
A student plots y = 2x + 3 and y = 2x – 1 on the same axes. What can she
C The lines are perpendicular
conclude?
D One line is steeper than the other
INTERPRETING CAUSE AND EFFECT A Increases by 25%
B Increases by 50% ✓
A rectangle's length increases by 50% while width stays the same. How
does the area change? C Doubles
D Increases by 75%
JUSTIFYING A METHOD A Elimination avoids fractions
Why is substitution the most efficient method for solving these B One variable is already isolated ✓
equations?
y = 3x – 1 and 2x + y = 9 C Graphing gives an exact answer
D Both equations are already solved
TIMMS 2011 Grade 8
TIMMS 2011 Grade 8
TIMMS 2011 Grade 8
TIMMS 2011 Grade 8
TIMMS 2011 Grade 4
TIMMS 2011 Grade 8
TIMMS 2011 Grade 8
ADVANTAGES & LIMITATIONS OF MULTIPLE-CHOICE ITEMS
✚ ADVANTAGES ✖ LIMITATIONS
✓ Can measure wide range of learning outcomes ✗ Verbal level only, cannot capture real-world performance
✓ Students must know the correct answer, not just spot a false
one ✗ Cannot
ideas
measure ability to organize, synthesis, or present
✓ Reduces guessing compared to true–false items
✗ Cannot assess mathematical problem-solving steps or proofs
✓ Free of response sets (no preference for a particular
position)
✗ Difficult to find enough plausible distractors (especially in
maths and in early levels)
✓ Wrong answers reveal specific misconceptions, useful for
diagnosis
✗ According to the Ministry of National Education’s Written
Avoids ambiguity of short-answer items (no spelling or and Practical Examinations Directive (Millî Eğitim Bakanlığı
✓ interpretation issues) Yazılı ve Uygulamalı Sınavlar Yönergesi), the use of multiple-
choice questions in assessment tools prepared for formative
✓ The need for homogeneous material is avoided (needed
when designing matching items)
evaluation in primary schools has been prohibited.
✗ Partial credit difficult — selection is binary correct/incorrect
GUIDELINES FOR CONSTRUCTING MULTIPLE-CHOICE ITEMS
Stem should present a meaningful, definite problem on its Stem should contain as much of the item as possible; free of
1 own 2 irrelevant material
Use a negatively stated stem ONLY when significant All alternatives must be grammatically consistent with the
3 outcomes require it; emphasize negatives 4 stem
Items assessing higher order thinking skills should contain
5 Include only ONE correct or clearly best answer 6 novelty, but not too much
All distractors must be plausible to students who lack the Avoid verbal associations between the stem and the correct
7 knowledge 8 answer
Alternatives should be similar in length — do not let length Place the correct answer in each position an approximately
9 cue the answer 10 equal number of times
Use 'none/all of the above' sparingly and only when Do not use MC items when another item type is more
11 appropriate 12 appropriate
Solve for 𝑥:
2𝑥 + 3 = 11
A. 3
B. 4
C. 5
D. None of the above
If the student gets the wrong answer, we learn nothing about
what misconception they have. Avoid "none of the above".
Just use it when absolutely necessary.
CHECKLIST — Reviewing Your Multiple-Choice Items
Is this the most appropriate item type for this learning outcome? Does the item stem present a meaningful, stand-alone problem?
Is the stem stated in positive terms (or is negation clearly
Is the stem free of irrelevant material?
emphasised)?
Are all alternatives grammatically consistent with the stem? Are alternatives brief and free of unnecessary words?
Are alternatives similar in length and form? Is there only ONE correct or clearly best answer?
Are all distractors plausible to low-achieving students? Is the item free of verbal clues that point to the answer?
Are numerical alternatives listed in numerical order? Have 'none/all of the above' been avoided or used sparingly?
If revised, is the item still relevant to the intended learning
Have you set the item aside before reviewing it?
outcome?
Use this checklist every time you write or revise a multiple-choice item.
MEB Baglam Temelli Coktan Secmeli Soru Yazim Kilavuzu
Analyse the Multiple-Choice Item
1 Decide what level is this item in Bloom’s Taxonomy.
2 Analyse the stem — ensure if it presents a clear, definite problem
3 Analyse the distractors
4 Note the possible flaws in the item.
5 Apply the checklist — revise if needed, then swap with another group
Work in pairs. When you are done share your work with another group to critique.