Constructing Multiple-Choice Items to Measure Higher-Order Thinking

Authors

Darina Scully

DOI

https://doi.org/10.7275/swgt-rj52

Abstract

Across education, certification and licensure, there are repeated calls for the development of .assessments that target higher-order thinking, as opposed to mere recall of facts. A common assumption is that this necessitates the use of constructed response or essay-style test questions; however, empirical evidence suggests that this may not be the case. In this paper, it is argued that multiple-choice items have the capacity to assess certain higher-order skills. In addition, a series of practical recommendations for test developers seeking to purposefully construct such items is provided.. Accessed 11,076 times on https://pareonline.net from May 16, 2017 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right.

Comments

https://doi.org/10.7275/swgt-rj52

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Recommended Citation

Scully, Darina (2019) "Constructing Multiple-Choice Items to Measure Higher-Order Thinking," Practical Assessment, Research, and Evaluation: Vol. 22, Article 4.
DOI: https://doi.org/10.7275/swgt-rj52
Available at: https://scholarworks.umass.edu/pare/vol22/iss1/4