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9 Avoid verbal clues that might enable students to select the correct
answer or to eliminate an incorrect alternative. 10 Make the distracters plausible and attractive to the uninformed.
11 Vary the relative length of the correct answer to eliminate length. 12 Avoid using the alternative “all of the above,” and use “none of the
above” with extreme caution. 13 Vary the position of the correct answer in a random manner.
14 Control the difficulty of the item either by varying the problem in the stem or by changing the alternative.
15 Make certain each item is independent of the other items in the test. 16 Use an effective item format.
The above questions are discussed independently as follows.
4.2.1 Design Each Item to Measure an Important Learning Outcome.
I infer that all multiple-choice items in this test had fulfilled this requirement. The problem situation around which item was to be built was important and directly
related to learning outcomes or objectives of the course. Each of the items was constructed to measure the student’s comprehension on reading passages in the
test.
4.2.2 Present a Single Clearly Formulated Problem in the Stem of the Item.
The task set forth in the stem of the item should be so clear that a student can understand it without reading the alternatives. Most of the stem met this criteria.
However, there was one item did not meet this criterion, such as item number 19
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and 34 there were no stem in this number. In addition, there were no directions to help the students answering the question.
4.2.3 State the Stem of the Item in Simple, Clear Language.
I found that all the multiple-choice items in this test were stated in simple and clear language. The problems were stated in an understandable language and not
ambiguous. The problem in the stem of a multiple choice item should be stated as precisely as possible and free of unnecessarily complex wording and sentences
structure. Anyone who possesses the knowledge measured by a test item should be able to select the correct answer. Poorly stated item stems frequently introduce
sufficient ambiguity to prevent a knowledgeable student from responding correctly. Also, Complex sentence structure may make the item a measure more
of reading comprehension than of the intended knowledge outcome.
4.2.4 Put as Much of the Wording as Possible in the Stem of the Item.
After I investigated all the items of multiple-choice items in this test, they fulfilled this requirement. This point was aimed to avoid repeating the same material in
each of the alternatives. By moving all the common contents to the stem, it was usually possible to clarify the problem further and reduce the time the student
needs to read the alternatives.
4.2.5 State the Stem of the Item in Positive Form, wherever Possible.
