PRACTICE CONSTRUCTING ITEMS


At this point we will present some multiple-choice test constructions. You will be asked to make judgments about the best way of putting together a test question and response choice. After you have made your choice, click that option for an evaluation of your choice. Also, see if you can explain why the options you did not choose are poor or ineffective.



(1) We wish to test a student’s knowledge of the use made of a sextant. Which of these item stems is likely to serve this objective best? Click your choice to see if you are correct.

Two instruments are most commonly used by navigators to determine position. Which of the following would be used to determine latitude?

A latitude determining instrument whose use is not uncommon with English navigators is the?

Which of the following instruments is used by navigators to determine latitude?

Most navigators use which of the following instruments to measure latitude?



(2) The object is to identify the planet Saturn on the basis of its satellite "rings". Choose the best stem.

Although still the subject of debate as to its precise nature or origin, what feature, observable with telescopes of moderate range, distinguishes the planet Saturn?

The fifth planet from the Sun is distinguished by its "rings". This planet is Saturn. True or False?

An important feature of the planet Saturn is?

Which of the planets has a distinguishing feature of "rings" in orbit around it?

 


(3) These are designed to test understanding of the term "intelligence distribution" in the population, and that its distribution means, by definition, that half the population is above average and half below. Which group of alternatives is most acceptable? Click your choice to see if you are correct.

About one-half of our population is below average in intelligence because of:

(a) An increase in the number of mental defectives born.
(b) A decrease in the standards of education.
(c) The loss of more intelligent people to drug abuse.
(d) Its distribution.
(e) None of the above.


(a) The changing and ambiguous standards of our most widely used intelligence rating systems.
(b) A general and continuous decline in the overall quality of educational systems, as measured by student performances.
(c) Intelligence being normally distributed.
(d) A great increase in the total number of people born with deficiencies in intelligence.


(a) A decline in the standards of education.
(b) A normal distribution having half the population on each side of "average".
(c) The tremendous increase in numbers of people with deficient intelligence.
(d) The changing methods of testing for intelligence.

 

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Test Assembly