1. The mistakes that evaluators make when phrasing true-false items
are:
• Using absolutes like all, always, never or only in a statement.
• Using double barreled statements that take time to read and comprehend. • Using tricky questions that will confuse students. • Using double negative without using uppercase letters, italics, highlighting and underlining to emphasize the negative. • Using opinionated statements which are neither obviously true nor obviously false without stating the referent. • Using indefinites like, regularly, long time, large etc in a statement. • Using ambiguous statements that are broad and general. • Using verbal clues by taking statements directly from the text.
2. The mistakes that evaluators make when phrasing matching items
are:
• Using equal number of options and descriptions which increases the
chances of students guessing correctly by eliminating answers. • Using long and heterogeneous lists options and descriptions. • Using too many correct responses. • They do not number the descriptions and options are not identified by a letter. • They do not write the descriptions on the right-hand side and options on the left- hand side. • They do not give clear directions in specifying the basis for matching and whether options can be used more than once. • They use ambiguous lists which may confuse students. • They do not sort list of options in a chronological or alphabetical order.
3. The mistakes that evaluators make when phrasing multiple-choice
items are:
• Making use of grammatical clues to the question which will enable
students to answer items correctly. • Using multiple-defensive answers which are irrelevant to the instructional objective. • Making use of identical words in both the stem and the option. • Making use of opinionated items without stating the referent or the source. • They do not arrange list of options in alphabetical or chronological order. • They do not present a problem or situation in a stem. • They do not highlight the negative with uppercase letters, italics or underlining. • They make use of redundancies in the options. • They make use of ‘all of the above’ and ‘none of the above’ options.
4. The mistakes that evaluators make when phrasing completion items
are:
• They make use of more than one blank per item.
• They use general statements. • They make use of multiple-defensible answers. • They use the blank near the beginning of the sentence and not at the end.
5. Approaches that can be followed when phrasing higher level
multiple-choice items are:
• Write at least some objectives that measure comprehension, application,
analysis, synthesis or evaluation. • Use pictures, drawings, graphs, tables etc for students to think at the application level of the taxonomy of educational objectives. • Use analogies that demonstrate relationships among terms. • Applying previously learned principles or procedures to novel situations.