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Conference Paper: Guidelines for developing high quality multiple-choice assessments

TitleGuidelines for developing high quality multiple-choice assessments
Authors
Issue Date2012
PublisherThe Association for Medical Education in Europe (AMEE).
Citation
The 15th AMEE Ottawa Conference on Assessment of Competence in Medicine and the Healthcare Professions, Kuala Lumpur, Malaysia, 9-13 March 2012. In Ottawa 2012 Abstract Book, 2012, p. 177-178 How to Cite?
AbstractBACKGROUND: Multiple-choice questions are frequently used in high-stakes assessments across health science disciplines. Many teachers, however, lack the necessary knowledge and training to develop these tests. This paper will discuss test development guidelines to help teachers produce valid and reliable multiple-choice assessments. SUMMARY OF WORK: We reviewed the assessment literature and identified relevant research papers on issues of quality in multiple-choice tests. We then synthesized this research literature and developed a set of sequential quality assurance processes that teachers responsible for test development can use as a guide or an organizational framework for multiple-choice test construction. SUMMARY OF RESULTS: The guidelines for multiple-choice test development can be divided into three categories: (1) pretest planning, (2) test development practices, and (3) posttest review. The relevant research is discussed for each recommendation and practical issues are highlighted. CONCLUSIONS: Quality in educational assessments of health science professionals is an issue receiving increased attention as a result of a greater focus on outcome based assessments in tertiary educational institutions and the increased accountability the public is demanding from institutions that produce health professionals. Hence, clear research-based test development guidelines are required. TAKE-HOME MESSAGES: By following multiple-choice test development guidelines, teachers will be able to develop high quality multiple-choice tests that assess instructional learning objectives and higher cognitive domains.
DescriptionSession 9Q - Posters: Written/Self-Assessment: no. 9Q7
Persistent Identifierhttp://hdl.handle.net/10722/188055

 

DC FieldValueLanguage
dc.contributor.authorTarrant, Men_US
dc.contributor.authorWare, Jen_US
dc.date.accessioned2013-08-21T07:27:52Z-
dc.date.available2013-08-21T07:27:52Z-
dc.date.issued2012en_US
dc.identifier.citationThe 15th AMEE Ottawa Conference on Assessment of Competence in Medicine and the Healthcare Professions, Kuala Lumpur, Malaysia, 9-13 March 2012. In Ottawa 2012 Abstract Book, 2012, p. 177-178en_US
dc.identifier.urihttp://hdl.handle.net/10722/188055-
dc.descriptionSession 9Q - Posters: Written/Self-Assessment: no. 9Q7-
dc.description.abstractBACKGROUND: Multiple-choice questions are frequently used in high-stakes assessments across health science disciplines. Many teachers, however, lack the necessary knowledge and training to develop these tests. This paper will discuss test development guidelines to help teachers produce valid and reliable multiple-choice assessments. SUMMARY OF WORK: We reviewed the assessment literature and identified relevant research papers on issues of quality in multiple-choice tests. We then synthesized this research literature and developed a set of sequential quality assurance processes that teachers responsible for test development can use as a guide or an organizational framework for multiple-choice test construction. SUMMARY OF RESULTS: The guidelines for multiple-choice test development can be divided into three categories: (1) pretest planning, (2) test development practices, and (3) posttest review. The relevant research is discussed for each recommendation and practical issues are highlighted. CONCLUSIONS: Quality in educational assessments of health science professionals is an issue receiving increased attention as a result of a greater focus on outcome based assessments in tertiary educational institutions and the increased accountability the public is demanding from institutions that produce health professionals. Hence, clear research-based test development guidelines are required. TAKE-HOME MESSAGES: By following multiple-choice test development guidelines, teachers will be able to develop high quality multiple-choice tests that assess instructional learning objectives and higher cognitive domains.-
dc.languageengen_US
dc.publisherThe Association for Medical Education in Europe (AMEE).-
dc.relation.ispartofOttawa 2012 Abstract Booken_US
dc.titleGuidelines for developing high quality multiple-choice assessmentsen_US
dc.typeConference_Paperen_US
dc.identifier.emailTarrant, M: tarrantm@hkucc.hku.hken_US
dc.identifier.authorityTarrant, M=rp00461en_US
dc.description.naturelink_to_OA_fulltext-
dc.identifier.hkuros218085en_US
dc.identifier.spage177-
dc.identifier.epage178-

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