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Multiple-Choice  Stem  Formats
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Multiple-Choice   Test   Item   Formats, Continued
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. 76

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