Haladyna developing and validating multiple choice test items

Since test items are the building blocks of any test, learning how to develop and validate test items has always been critical to the teaching-learning process.

As they grow in importance and use, testing programs increasingly supplement the use of selected-response (multiple-choice) items with constructed-response formats. As a result, a new item writing book is needed, one that provides comprehensive coverage of both types of items and of the validity theory underlying them.

Multiple choice test items are less susceptible to guessing than true/false questions, making them a more reliable means of assessment.

The reliability is enhanced when the number of MC items focused on a single learning objective is increased.

Focus on Validity – Validity, the most important consideration in testing, is stressed throughout and is based on the Standards for Educational and Psychological Testing, currently under revision by AERA, APA, and NCME Illustrative Examples – The book presents various selected and constructed response formats and uses many examples to illustrate correct and incorrect ways of writing items.

Strategies for training item writers and developing large numbers of items using algorithms and other item-generating methods are also presented.

Multiple choice test items can be written to assess various levels of learning outcomes, from basic recall to application, analysis, and evaluation.

window.sbbop Loaded){ var sbbop_modal = create Modal(modal); if (sbbop_modal !Based on Theory and Research – A comprehensive review and synthesis of existing research runs throughout the book and complements the expertise of its authors.This book is intended for anyone seriously interested in designing and validating multiple-choice test items that measure understanding of knowledge, cognitive skills, and the application of knowledge and skills to more complex cognitive behavior such as critical thinking and problem solving.These two stages are central to the development of any test, regardless of whether it is created only for research purposes, or for psychodiagnostic. The article explores the strategies for the selection of effective test-items, discusses the main psychometric characteristics of the test.

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