Resources for Developing Multiple Choice Tests
Christopher S. Lanterman
Northern Arizona University
Student assessment is a common area of inquiry when considering application of universal design principles. “How can I make an assessment universally-designed, and not spend hours and hours grading it?” In large classes, for example, instructors may design selective response assessments, such as multiple choice exams, that can be graded mechanically or delivered in an online environment. This form of assessment, as we all know, is relatively prevalent in many courses at the post-secondary level. Additionally, these assessments are often timed, to assure that that all students are out of the room by the next class or that no cheating occurs. Many times, these tests require students with disabilities to request testing accommodations.
A variety of design questions arise when considering universal design in the development of students assessments. The instructor wishes to assess learning as accurately as possible, to make grading as accurate and efficient as possible, to minimize the opportunity for academic dishonesty, and to assure equitable participation by all students. To this end, I have used multiple choice take-home exams. This has eliminated the need for students to have testing accommodations and be segregated from the rest of the class during the exam time.
Take home exams eliminate the issue of timed tests. I usually give a week’s time to complete the exam. In this way, students are able to plan sufficient time to take the test. The exam is disseminated in both paper format and through the course’s web shell.Grading is facilitated by using a multiple choice format. The design of the exam items is based on the different levels of Bloom’s Taxonomy, and questions range from identifying knowledge level information to application and evaluation of such information. Thus, students are encouraged to use their notes, their books, and their peers, to examine the information presented in the question and determine the best response. This encourages dialogue and critical analysis of the questions. Academic dishonesty is moot, since I expect collaboration. As an instructor with a visual impairment, this is somewhat self-serving, as well! I don’t have to worry about finding a proctor for my exams. The multiple levels of questions are designed to encourage learning, as well as assess it. Anecdotally, students have suggested that my exams have been some of the greatest learning experiences that they have had in my classes.
Below are two sites that are easy to access and use for supporting the development of multiple choice items that address higher orders of thinking.
Multiple Choice Questions that Demand Critical Thinking
Examples of Multiple Choice Questions and the Depth of Understanding They Assess