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EXAMPLE: The setting of the AN/ABC-3Q flip-flop . . . indicates that
intent-to-fire has been energized.
(a) B43
(b) C21
(C) C24
(d) D32
When written as an incomplete statement, the completion position appears within the
statement, not at the end of the stem. Although this form of test item is typically easier to write
than complete statement stems, use them sparingly.
They encourage lifting of test items
verbatim from the material and encourage students to memorize answers.
Open stem format. This format uses an open-ended stem, which is an incomplete statement
with the response position at the end of the statement.
Each alternative provides a logical
conclusion to the stem. Although incomplete-statement stems are typically easier to write than
complete statement stems, they may cause you to avoid thinking about the question before you
develop the alternatives. That may result in illogical and unrelated alternatives. Generally, the
less similar alternatives are in content, the easier it is for students to select the correct
alternative. The following is an example of an open stem test item.
EXAMPLE: When crimping both a stranded and a solid wire in the same
contact, the solid wire’s position in relation to the stranded wire
is
(a) above.
(b) below.
(c) beside.
(d) diagonal.
Multiple-Choice Test Item Formats
You may construct a multiple-choice test item either as a question or an incomplete statement
using the standard or except formats.
Standard Format. This particular format is straightforward and the easiest to develop. Use
it when you only want students to select the correct answer from the four alternatives provided.
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