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correct answer to another question.
• Design questions that call for essential knowledge rather than for abstract background knowledge or unimportant
facts.
• State each question in language appropriate to the learners.
• Include sketches, diagrams, or pictures when they can present a situation more vividly than words. They generally
speed the testing process, add interest, and help to avoid reading difficulties and technical language.
• When a negative is used, emphasize the negative word or phrase by underlining, bold facing, italicizing, or printing
in a different color.
• Avoid questions containing double negatives, which invariably cause confusion.
• Avoid trick questions, unimportant details, ambiguities, and leading questions that confuse and antagonize the learner.
If attention to detail is an objective, detailed construction of alternatives is preferable to trick questions.
B-4
Figure B-3. This is an example of a multiple choice question with
a poorly written stem.
Negative “not”
emphasized
“a”or “an”should be avoided—
does not grammatically
match all choices
Irrelevant Information
Stems
In developing the stem of a multiple choice item, the following
general principles should be utilized. [Figure B-3]
• The stem should clearly present the central problem
or idea. The function of the stem is to set the stage for
the alternatives that follow.
• The stem should contain only material relevant to its
solution, unless the selection of what is relevant is part
of the problem.
• The stem should be worded in such a way that it does
not give away the correct response. Avoid the use of
determiners, such as clue words or phrases.
• Put everything that pertains to all alternatives in
the stem of the item. This helps to avoid repetitious
alternatives and saves time.
• Generally avoid using “a” or “an” at the end of the
stem. They may give away the correct choice. Every
alternative should grammatically fit with the stem of
the item.
Alternatives
The alternatives in a multiple choice test item are as important as the stem. They should be formulated with care; simply
being incorrect should not be the only criterion for the distracting alternatives.
Popular distractors are:
• An incorrect response related to the situation and which sounds convincing.
• A common misconception.
• A statement which is true, but which does not satisfy the requirements of the problem.
• A statement that is either too broad or too narrow for the requirements of the problem.
Research of instructor-made tests reveals that, in general, correct alternatives are longer than incorrect ones. When alternatives
are numbers, they should generally be listed in ascending or descending order of magnitude or length.
Matching
A matching test item consists of two lists, which may include a combination of words, terms, illustrations, phrases, or
sentences. The learner must match alternatives in one list with related alternatives in a second list.
In reality, a matching exercise is a collection of related multiple choice items. In a given period of time, more samples
of a learner’s knowledge usually can be measured with matching rather than multiple choice items. The matching item
is particularly good for measuring a learner’s ability to recognize relationships and to make associations between terms,
parts, words, phrases, clauses, or symbols listed in one column with related items in another column. Matching reduces
the probability of guessing correct responses, especially if alternatives may be used more than once. The testing time can
also be used more efficiently.
The following guidelines help in the construction of effective matching test items:
• Give specific and complete instructions. Do not make the learner guess what is required.
• Test only essential information; never test unimportant details.
B-5
• Use closely related materials throughout an item. If learners can divide the alternatives into distinct groups, the
item is reduced to several multiple choice items with few alternatives, and the possibility of guessing is distinctly
increased.
• Make all alternatives credible responses to each element in the first column, wherever possible, to minimize guessing
by elimination.
• Use language the learner can understand. By reducing language barriers, both the validity and reliability of the test
is improved.
• Arrange the alternatives in some sensible order. An alphabetical arrangement is common.
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Aviation Instructor's Handbook航空教员手册(168)
