1、多项选择题的设计,Shakle Xia,http:/ . 7 北戴河,多项选择题的实例 多项选择题的结构 多项选择题设计要求 多项选择题设计程序 多项选择题设计标准 国内同类试题设计策略 国内同类试题案例分析,提纲,2009年高考英语试题(全国卷I)单项填空题,多项选择题的实例,Before proceeding, it will be useful to establish our terms for discussing multiple-choice items. The “stem“ is the introductory question or incomplete statemen
2、t at the beginning of each item and this is followed by the options. The “options“ consist of the answer-the correct option-and “distractors“-the incorrect but (we hope) tempting options. (Kehoe, Jerard),多项选择题的结构,21. It looks heavy. Can I give you a hand? . A. No, thanks B. Yes, my pleasure C. No, n
3、ever mind D. Yes, I do22. Lets go to cinema thatll take your mind off theproblem for while.A. the; the B. the; aC. a; the D. a; a,The stem: an incomplete statement,The stem: an incomplete statement,The option: the answer,The option: a distractor,The option: the answer,The option: a distractor,As a r
4、ule, one is concerned with writing stems that are clear and parsimonious, answers that are unequivocal and chosen by the students who do best on the test, and distractors that are plausible competitors of the answer as evidenced by the frequency with which they are chosen. Lastly, and probably most
5、important, we should adopt the attitude that items need to be developed over time in the light of evidence that can be obtained from the statistical output typically provided by a measurement services office (where tests are machine-scored) and from “expert“ editorial review.,多项选择题设计要求,The primary o
6、bjective in planning a test is to outline the actual course content that the test will cover.A convenient way of accomplishing this is to take 10 minutes following each class to list on an index card the important concepts covered in class and in assigned reading for that day. These cards can then b
7、e used later as a source of test items. An even more conscientious approach, of course, would be to construct the test items themselves after each class. The advantage of either of these approaches is that the resulting test is likely to be a better representation of course activity than if the test
8、 were constructed before the course or after the course, when we usually have only a fond memory or optimistic syllabus to draw from.,多项项选择题设计程序,When we are satisfied that we have an accurate description of the content areas, then all that remains is to construct items that represent specific conten
9、t areas.In developing good multiple-choice items, three tasks need to be considered: writing stems, writing options, and ongoing item development.,多项项选择题设计程序,Writing Stems Before writing the stem, identify the one point to be tested by that item. In general, the stem should not pose more than one pr
10、oblem, although the solution to that problem may require more than one step.,多项项选择题设计标准,Construct the stem to be either an incomplete statement or a direct question, avoiding stereotyped phraseology, as rote responses are usually based on verbal stereotypes.For example: What is the biological theory
11、 of recapitulation? (Ontogeny repeats phylogeny)Correctly answering these questions likely depends less on understanding than on recognizing familiarphraseology.,多项项选择题设计标准,Avoid including nonfunctional words that do not contribute to the basis for choosing among the options. Often an introductory s
12、tatement is included to enhance the appropriateness or significance of an item but does not affect the meaning of the problem in the item. Generally, such superfluous phrases should be excluded.For example: The American flag has three colors. One of them is _.(1) red (2) green (3) black“ versus One
13、of the colors of the American flag is _.(1) red (2) green (3) black“In particular, irrelevant material should not be used tomake the answer less obvious.,多项项选择题设计标准,Include as much information in the stem and as little in the options as possible.For example:If the point of an item is to associate a
14、term with its definition, the preferred format would be to present the definition in the stem and several terms as options rather than to present the term in the stem and several definitions as options.,多项项选择题设计标准,Restrict the use of negatives in the stem. Negatives in the stem usually require that
15、the answer be a false statement. Because students are likely in the habit of searching for true statements, this may introduce an unwanted bias.,多项项选择题设计标准,Avoid irrelevant clues to the correct option. Grammatical construction, for example, may lead students to reject options which are grammatically
16、 incorrect as the stem is stated. Perhaps more common and subtle, though, is the problem of common elements in the stem and in the answer.For example: What led to the formation of the States Rights Party? a. The level of federal taxation. b. The demand of states for the right to make their own laws.
17、 c. The industrialization of the South.d. The corruption of federal legislators on the issue of state taxation.One does not need to know U.S. history in order to beattracted to the answer, b.,多项项选择题设计标准,Writing Options Be satisfied with three or four well constructed options. Generally, the minimal
18、improvement to the item due to that hard-to-come-by fifth option is not worth the effort to construct it. Indeed, all else the same, a test of 10 items each with four options is likely a better test than a test with nine items of five options each.,多项项选择题设计标准,Construct distractors that are comparabl
19、e in length, complexity and grammatical form to the answer, avoiding the use of such words as “always,“ “never,“ and “all.“ Adherence to this rule avoids some of the more common sources of biased cueing.For example:we sometimes find ourselves increasing the length and specificity of the answer (rela
20、tive to distractors) in order to insure its truthfulness. This, however, becomes an easy-to-spot clue for the testwise student.,多项项选择题设计标准,Options which read “none of the above,“ “both a. and e. above,“ “all of the above,“ etc., should be avoided when the students have been instructed to choose “the
21、 best answer,“ which implies that the options vary in degree of correctness.,多项项选择题设计标准,After the options are written, vary the location of the answer on as random a basis as possible. A convenient method is to flip two (or three) coins at a time where each possible Head-Tail combination is associat
22、ed with a particular location for the answer.,多项项选择题设计标准,Writing ItemsIf possible, have a colleague with expertise in the content area of the exam review the items for possible ambiguities, redundancies or other structural difficulties. Having completed the items we are typically so relieved that we
23、 may be tempted to regard the task as completed and each item in its final and permanent form. Yet, another source of item and test improvement is available to us, namely, statistical analyses of student responses.,多项项选择题设计标准,Criteria for Evaluating Multiple Choice Items,多项项选择题设计评价标准,Checklists for Multiple Choice Item Writing,多项项选择题设计评价量表,多项选择试题命制策略,国内同类试题设计策略,国内同类试题案例分析,