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Guidelines for Writing Test Items

This document provides guidelines for writing different types of objective test items, including true/false, multiple choice, matching, and completion items. Key recommendations are to use clear, simple language without tricks or opinions; include only one best answer per item; and avoid negatives, absolutes, ambiguity and double-barreled questions. Items should be independent of each other and consistently formatted with correct spelling and punctuation. Following these guidelines helps create valid, reliable and fair assessment items.

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7 views3 pages

Guidelines for Writing Test Items

This document provides guidelines for writing different types of objective test items, including true/false, multiple choice, matching, and completion items. Key recommendations are to use clear, simple language without tricks or opinions; include only one best answer per item; and avoid negatives, absolutes, ambiguity and double-barreled questions. Items should be independent of each other and consistently formatted with correct spelling and punctuation. Following these guidelines helps create valid, reliable and fair assessment items.

Uploaded by

api-3775936
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd

● ● ●

Writing objective test


items
Magdaleen Kotzé

98260457
● ● ●

3
True / False items Multiple-choice items Matching items Completion items
There should only be 1 (or 1 There should only be 1 (or 1 There should only be 1 (or 1 Avoid using more than 1 blank
best) answer best) answer (multiple best) answer per match space per item
defensible answers)
Avoid negative questions Avoid negative questions Avoid negative questions Omit only key words – not so
many that the sense of the
content disappear
Avoid absolutes Avoid absolutes Give proper directions of what is State that sentence so that the
(all, always…) (all, always…) expected to the students blank is near the end
Avoid double barrel questions Easy guessing (equal number of Indicate if numerical answers
options in lists) should contain units and in which
unit you want it.
Use clear simple language Use clear simple language Use clear simple language
Avoid trick questions Avoid trick questions Avoid trick questions Avoid trick questions
Avoid using an opinion – Avoid using an opinion – Homogeneity: List should related Avoid lifting statements from the
Use facts only Use facts only concepts text
Include the specific frame of Include the specific frame of Use unambiguous list (specific Avoid ambiguity (use
reference in the stem reference in the stem names) quantitative rather than
qualitative language)
Stem should contain as much of
the wording as possible
Avoid giving verbal clues
• Including 2 responses with
the same meaning
• Poor grammar
• Plurals
• Including absolute terms in
distracters
• Similarity of wording (stem
& answer)
• Including 2 responses that
are all inclusive

3
True / False items Multiple-choice items Matching items Completion items
• Too great a detail in answer
• Make distracters plausible &
attractive
Arrange lists in alphabetic or Arrange lists in alphabetic or
numeric/chronological order numeric/chronological order
Must present a problem Must present a problem
Don’t use “all of the above” &
use “none of the above”
sparingly.

General
Items should be independent. You should not give
away a clue to 1 item in another item
Consistent formatting
• Alternatives listed below each other
• Follow rules of grammar and use correct spelling
and punctuation

Bibliography

Kubiszyn, T., & Borich, G. (2007). Educational Testing and Measurement. Hoboken, USA: John Wiley & Sons.

Q Data Consulting: Training and Education. (Unknown). Designing Meaningful Questions: A workshop. South Africa: Self.

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