Traditional multiple-choice test item structure: stem, alternatives, and plausible distractors¶

Element · All elements
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article defines the traditional multiple-choice test item as consisting 'of two basic parts: (1) a problem (stem ), and (2) a list of suggested solutions (alternatives/options )', with one correct or best alternative and a number of incorrect alternatives (distractors). Distractors should appear plausible to students who have not achieved the objective and implausible to those who have. The article cites the prescription that distractors are best constructed when comparable in length, complexity, and grammatical form to the answer.

Design Implications¶

Context¶

Requirements¶

• Distractors constructed to be plausible distractors for students who have not achieved the objective being measured

Constraints¶

• The article notes MC testing has increased difficulty in probing a student's ability to formulate opinions and organize critical arguments, skills better assessed by essays, portfolios, non-algorithmic problem tests and project performance

Target Learners¶

• teachers constructing multiple-choice tests with little background knowledge of traditional procedures

Target Learning Goals¶

• assessing students' learning efficiently over large numbers of students and many disciplines

Claims¶

• Initial multiple-choice tests with plausible, competitive alternatives outperformed initial short-answer tests on final questions that were related to but not directly tested initially [+W]

Related Elements¶

• Enhanced multiple-choice (EMC) questions with up to ten answers, graded correctness, and partial credit
• Selected-Response Assessment Items

Examples¶

• Multiple-Choice Quizzing with Plausible Alternatives and Feedback

Key Sources¶

• Burnstein, R. A. and Lederman, L. M. (2007). Wireless Keypads −− A New Classroom Technology Using Enhanced Multiple-Choice Questions. Physics Education. https://iopscience.iop.org/journal/0031-9120