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Drawing on extensive scholarly research and experience, the author explains multiple item formats, with a strong focus on selected-response (SR) approaches, and provides guidance for creating both high-quality and poorly designed items. The article outlines why test items are needed, what content types suit SR formats, and how cognitive demand shapes assessment validity across undergraduate, graduate, and professional courses.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/developing-test-items-for-course-examinations-idea-paper-70-june-2018/587435/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/developing-test-items-for-course-examinations-idea-paper-70-june-2018/587435.png","ImageObject",300,407,{"name":92,"@type":93},"นรินทร์","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main challenge in writing multiple-choice test items for higher education?","Question",{"text":112,"@type":113},"Creating multiple-choice items that accurately measure student learning is difficult. The article explains that valid item development requires careful design to improve teaching and learning outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the two broad types of test-item formats discussed?",{"text":117,"@type":113},"The article distinguishes between selected response (SR) formats and constructed response formats. It notes that SR includes multiple choice and true-false, among others.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article categorize appropriate content for SR test items?",{"text":121,"@type":113},"It presents four hierarchical content categories: facts, concepts, principles, and procedures. 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Haladyna • Arizona State University  \nAbstract  \nWriting multiple-choice test items to measure student learning in higher education is a challenge. Based on extensive scholarly research and experience, the author describes various item formats, offers guidelines for creating these items, and provides many examples of both good and bad test items. He also suggests some shortcuts for developing test items. All of this advice is based on extensive scholarly research and experience. Creating valid multiple-choice items is a difficult task, but it contributes greatly to the teaching and learning process for undergraduate, graduate, and professional-school courses.  \nKeywords: Multiple-choice items, selected response, test-item formats, examinations  \nIn this article, I address how to develop test items to accurately measure student achievement in highereducation classes. There are two types of formats from which to develop test items: selected response (SR) and constructed response. Both are very useful. The SR formats include the popular multiple choice (MC) and the true-false (TF), among others.  \nConstructed-response formats include student performance, research paper, essay, experiment, oral report, observation, simulation, creative work, project, portfolio, and demonstration. I focus here on SR test items. For a comprehensive treatment of how to create highly effective constructed-response items, see Haladyna and Rodriguez (2013, pp. 189–260) .  \nWhy Do We Need to Develop Test Items? A summative test is one that counts toward a student’s course grade. Summative tests necessarily select their content from a large domain of knowledge, and a summative test is typically very comprehensive. A formative quiz is administered to students during the course so that they can chart their progress. Formative  \nquizzes are intended mainly to help students learn but can also count toward a course grade.  \nWhat Kind of Content is Appropriate for SR Test Items?  \nTwo important services to students in the teachinglearning process are (a) the clear identification of the course content that they need to learn and (b) the communication of that course content to them. If, asan instructor, you do nothing else, simply providing these two services is a very effective way to increase student learning. Accurately testing their grasp of course content is challenging but very satisfying for the instructor and the students.  \nBelow are four categories of course content. Depending on what your teaching objectives are, these four categories of content figure importantly in your test items and testing. These four categories are hierarchical. Facts and concepts are fundamental in learning; principles and procedures represent more complex forms of content.  \nFact  \nA fact is simply a true statement that few in your field would dispute:  \n1. A kilometer is 0.625 of one mile.  \n2. A period, exclamation point, or question mark ends a sentence.  \n3. Time is infinite.  \nMost educators would argue that we do too much testing of factual knowledge, and that learning facts alone does not constitute a very sound education.  \nConcept  \nA concept is an idea that is characterized by a definition, distinguishing characteristics, and examples and counterexamples. For instance, in the discipline of writing, concepts include expository, narrative, persuasive, and creative styles, as well as the mechanics of punctuation, spelling, and grammar, and the architecture of word, sentence, and paragraph. Teaching, learning, and testing concepts are important, because once students master concepts, they can apply what they have learned to more complex analysis.  \nPrinciple  \n“A principle is an accepted rule of action or conduct, a fundamental, primary, or general law or truth from which others are derived, a fundamental doctrine or tenet”(Haladyna & Rodriguez, 2013, p. 35) . Some common principles incl","cbCaibyGvmOi86k0","https://ap.wps.com/l/cbCaibyGvmOi86k0","pdf",417401,16,"English","# Developing Test Items for Course Examinations\n## IDEA Paper 70 (June 2018)\n## Why Do We Need to Develop Test Items?\n## What Kind of Content is Appropriate for SR Test Items?\n## Content Categories: Fact, Concept, Principle, Procedure\n## Cognitive Demand\n## Recall","[{\"question\":\"What is the main challenge in writing multiple-choice test items for higher education?\",\"answer\":\"Creating multiple-choice items that accurately measure student learning is difficult. The article explains that valid item development requires careful design to improve teaching and learning outcomes.\"},{\"question\":\"What are the two broad types of test-item formats discussed?\",\"answer\":\"The article distinguishes between selected response (SR) formats and constructed response formats. It notes that SR includes multiple choice and true-false, among others.\"},{\"question\":\"How does the article categorize appropriate content for SR test items?\",\"answer\":\"It presents four hierarchical content categories: facts, concepts, principles, and procedures. The categories help instructors align teaching objectives with what is tested.\"}]","Developing Test Items for Course Examinations - IDEA Paper 70 - June 2018 | PDF"]