Crowd Sourced Assessment Items Mark Frazer Assessment and

Crowd Sourced Assessment Items Mark Frazer Assessment and Reporting Team Centre for Evaluation and Monitoring Durham University

‘…sharing high quality questions may be the most significant thing we can do to improve the quality of student learning. ’ (Wiliam, 2011, p. 104).

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C B A www. diagnosticquestions. com

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An example of Diagnostic Questions item feedback

An example of question level distractor analysis (1) C B A 31415

An example of question level distractor analysis (1) A B C C D B A

An example of question level distractor analysis (1) C B A

An example of question level distractor analysis (2) 39329

An example of question level distractor analysis (2) A B C C B D A

An example of question level distractor analysis (2)

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An example of question level distractor analysis (3) A B C C B D A

An example of question level distractor analysis (3) C B A

Writing effective multiple-choice questions; what do you need to know? Most of the advice you will ever need can be found in this paper: C B Haladyna, T. M. , Downing, S. M. , & Rodriguez, M. C. (2002). A

Some key points to consider when writing questions: Content: appropriate to the intended learning outcome, Formatting: DQ use conventional 4 option multiple choice format, Style: spelling/grammar, minimise reading, avoid negative C structures (e. g. which is not…), avoid the use of humour, B The stem: succinct question, do not hint at the correct response, A The response options: only one correct response, 3 plausible distractors which may identify misconceptions.

Contact Mark Frazer Assessment and Reporting Team Centre for Evaluation and Monitoring Durham University Mark. Frazer@cem. dur. ac. uk

References Haladyna, T. M. , Downing, S. M. , & Rodriguez, M. C. (2002). A review of multiple‐ choice item‐writing guidelines for classroom assessment. Applied measurement in education, 15(3), 309‐ 333. Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree Press. Wind, S. A. , & Gale, J. D. (2015). Diagnostic Opportunities Using Rasch Measurement in the Context of a Misconceptions‐Based Physical Science Assessment. Science Education, 99(4), 721‐ 741.