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Freely you have received, freely give (Matthew 10:8)
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الذى فى الاعلى
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According to the New System Of Education
Multiple choice test questions, also known as items,
can be an effective and efficient way to assess
learning outcomes. This kind of questions can
measure the critical thinking skills of the learner. I
mean that (MCQ) can measure the learners' abilities
to apply, analyze, synthesize, evaluate, imagine,
create and innovate. Multiple choice test items have
other several potential advantages:
A multiple-choice question is a type of
questionnaire/survey question that provides
respondents with multiple answer options.
Sometimes called objective response questions,
it requires respondents to select only correct
answers from the choice options.
MCQs are mostly used in educational testing,
customer reviews, market research, elections, etc.
Although they take different forms depending on
their purpose, they have the same structure.
A multiple-choice question consists of the following
parts:
1-Stem:
A stem is a question.
The questionnaire should make sure the question is
straightforward, error-free and is relevant.
2-Answer:
This is the correct answer to the question. The correct
answer may be determined by the questionnaire,
respondent or some set down rules both the
questionnaire and respondent do not influence in.
3-Distractors:
These are the other incorrect responses added to
make up the choice options.
1. The stem should be meaningful by itself and
should present a definite problem.
A stem that presents a definite problem allows a focus
on the learning outcome.
A stem that does not present a clear problem, however,
may test students’ ability to draw inferences from
vague descriptions rather serving as a more direct
test of students’ achievement of the learning outcome.
Avoid having two or more options that are correct,
but where one is “more” correct than the others.
The distractors should be incorrect answers to the
question posed in the stem.
If the distractors are farfetched, students will too
easily locate the correct answer, even if they have
little knowledge. When testing for recognition of key
terms and ideas keep the distractors similar in length
and type of language as the correct solution.
When testing conceptual understanding, distractors
should represent common mistakes made by students.
If they know one is incorrect, the answer must not be
“all of the above”. A student may also read the first
option, determine that it is correct, and be misled into
choosing it without reading all of the options.
The option “none of the above” does not test whether
the student knows the correct answer, but only that
he/she knows the distractors aren’t correct.
1- All alternatives should be plausible.
The function of the incorrect alternatives is to serve as
distractors, which should be selected by students who
did not achieve the learning outcome but ignored by
students who did achieve the learning outcome.
Alternatives that are implausible don’t serve as
functional distractors and thus should not be used.
Common student errors provide the best source of
distractors.
2- Alternatives should be stated clearly
and concisely.
Items that are excessively wordy assess students’
reading ability rather than their attainment of the
learning objective
3- Alternatives should be mutually exclusive.
Alternatives with overlapping content may be
considered “trick” items by test-takers, excessive use
of which can erode trust and respect for the testing
process.
4- Alternatives should be homogeneous in content.
Alternatives that are heterogeneous in content can
provide cues to student about the correct answer.
5-Alternatives should be free from clues about
which response is correct.
Sophisticated test-takers are alert to inadvertent clues
to the correct answer, such differences in grammar,
length, formatting, and language choice in the
alternatives. It’s therefore important that alternatives
6-The alternatives “all of the above” and “none of
the above” should not be used.
When “all of the above” is used as an answer, test-
takers who can identify more than one alternative as
correct can select the correct answer even if unsure
about other alternative(s).
7-The alternatives should be presented in
a logical order
(e.g., alphabetical or numerical) to avoid a bias
toward certain positions.
8. The number of alternatives can vary among items
as long as all alternatives are plausible.
Plausible alternatives serve as functional distractors,
which are those chosen by students that have not
achieved the objective but ignored by students that
have achieved the objective.
There is little difference in difficulty, discrimination, and
test score reliability among items containing two, three,
and four distractors.
Avoid using unfamiliar expressions or foreign
language terms,
unless measuring knowledge of Students are likely to
dismiss distractors with unfamiliar terms as incorrect.
19--Egyptian Education System.
20-Curriculum Analysis.
21-Curriculum Development.
22-Curriculum Design.
23--Communicative grammar
24-Assessment and Evaluation.
25-How to teach new structure.
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