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d have a correct answer. , concise, grammatically correct ate unnecessary information ng, and unnecessary ding. contain irrelevant cues or m can stand alone. est item: Ask colleague critique Do they agree on the correct st items than the blue print calls f a Multiple Choice Item (MCI) s of 2 Parts: ies the problem or question) sents the response alternative) y and distractors. Every test item BOTH course content and a learning elines for Writing ve Question Stems ent should understand what stem is ading the options. o the point! Use several short long sentence is too confusing. be able to read answer the item • All alternative/options should sample the same domain (i. e. , assessment finding, diagnostics, or other). • If repeating words in each alternative/option, move those words to the stem. • If the stem is a sentence or a question, end it with the appropriate terminal punctuation. • Ranges in values should not overlap each other. • Make sure each choice is numbered or lettered. • Avoid using “none of the above” or “all of the above. ” • If asked to choose the “best” answer there must be scientific evidence to support it. • Keep succinct: shorter than 1 line; shorter than stem • Number of options -Four options reduce the chance of guessing, but use three options if you can’t come up with a fourth plausible option. ○ Plus side of three options - reduces reading time, covers a wider range of content, and increases validity of the test. • Place those with a value in numerical, chronological, or sequential order (ascending or descending). • Positive statements- avoid negativity; avoid double negatives = impossible confusion. • Retain information in the stem and avoid overlapping. • Homogeneous appearance- Alternatives/options should be equally attractive, meaning parallel in length, grammatical structure, content, and complexity. If use opposite options consider: ○ Rule of Two Sets - two sets of opposites attract the uninformed student to all four options). Use medical terminology and technical language consistently. Designing Distractors • Requires two logical steps: rem then analyze (students must a knowledge) • Lower levels of cognition requ memorization Writing Original Critical Thinking Item • Must apply sequential reason • Identify the competency and objective Novel Problems • If students are presented with level problem, yet they are fa the problem the question is s item • Do not convert a situation use into a test question • The more unique the question critical-thinking is involved Framing Questions Nursing Proc