Short answer questions (or SAQs) can be used in examinations or as part of assessment tasks.
They are generally questions that require students to construct a response. Short answer questions require a concise and focused response that may be factual, interpretive or a combination of the two. SAQs can also be used in a non-examination situation. A series of SAQs can comprise a larger assessment task that is completed over time.
Your questions can access a range of cognitive skills/action verbs.
1. Limit the number of distractors. Use between three and five options per question. It is difficult to come up with good distractors. The use of additional distractors will increase reading time. Research shows that three distractors are about as effective as four or five choice items. 2. Make the distractors appealing and plausible. If the distractors are far-fetched, students can too easily locate the correct answer, even if they have little knowledge. The best distractors help diagnose where students went wrong in their thinking. 3. Make sure there is only one correct answer. Avoid having two or more answers that are arguably correct where one is more correct than the other. Note, this differs from an element of truth in the distractor. 4. Make the choices grammatically consistent with the stem. This improves readability and reduces confusion. 5. Put the choices in meaningful order when possible. This could be numerical, chronological, or conceptual order. 6. Avoid using “all of the above” or “none of the above”. An “all of the above” option means students must read every response, increasing test-taking time, and penalizing slow readers. If the students know two answers are correct they may incorrectly select “all of the above”. If they know one answer is incorrect, they know that “all of the above” is also incorrect. The option “none of the above’ does not test whether the student knows the correct answer, only that the distractors aren’t correct. 7. Avoid using “which of the following” items. This increases test-taking time and penalizes slow readers. 8. Avoid using words such as always, never, all, or none. Most students know that few things are universally true or false so distractors with these words can easily be eliminated as plausible answers. 9. Make the distractors mutually exclusive. If one distractor is true, the student may assume another distractor is true as well. 10. Make distractors approximately equal in length. Students often select the longest option as the correct answer.
Strategies, Ideas, and Recommendations from the faculty Development Literature General Strategies
Multiple-Choice Test Items
Matching Test Items
Post-Test Item Analysis
Sources The Strategies, Ideas and Recommendations Here Come Primarily From: Gross Davis, B. Tools for Teaching. San Francisco, Jossey-Bass, 1993. McKeachie, W. J. Teaching Tips. (10th ed.) Lexington, Mass.: Heath, 2002. Walvoord, B. E. and Johnson Anderson, V. Effective Grading. San Francisco, Jossey-Bass, 1998. And These Additional Sources... Clegg, V. L., and Cashin, W. E. "Improving Multiple-Choice Tests." Idea Paper, no. 16. Manhattan: Center for Faculty Evaluation and Development in Higher Education, Kansas State University, 1986. Fuhrmann, B. S. and Grasha, A. F. A Practical Handbook for College Teachers. Boston: Little, Brown, 1983. Jacobs, L. C. and Chase, C. I. Developing and Using Tests Effectively: A Guide for Faculty. San Francisco: Jossey-Bass, 1992. Lowman, J. Mastering the Techniques of Teaching. San Francisco: Jossey-Bass, 1984. Ory, J. C. Improving Your Test Questions. Urbana: Office of Instructional Res., University of Illinois, 1985. Seyer, P. C. Item Analysis. San Jose, Calif.: Faculty and Instructional Development Office, San Jose State University, 1981. Svinicki, M. D. "The Test: Uses, Construction and Evaluation," Engineering Education, 1976, 66(5) 408-411. Welsh, A. L. "Multiple Choice Objective Tests." In P. Saunders, A. L. Welsh, and W. L. Hansen (eds.), Resource Manual for Teaching Training Programs in Economics. New York: Joint Council on Economic Education, 1978. Wergin, J. F. "Basic Issues and Principles in Classroom Assessment." In J. H. McMillan (ed.), Assessing Students' Learning. New Directions for Teaching and Learning, no. 34. San Francisco: Jossey-Bass, 1988. |