Item-Writing Guidelines on Response Option Placement: A Systematic Review
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| Title: | Item-Writing Guidelines on Response Option Placement: A Systematic Review |
|---|---|
| Language: | English |
| Authors: | Séverin Lions (ORCID |
| Source: | Applied Measurement in Education. 2024 37(4):289-304. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Test Construction, Multiple Choice Tests, Guidelines, Test Items, Responses, Placement |
| DOI: | 10.1080/08957347.2024.2424551 |
| ISSN: | 0895-7347 1532-4818 |
| Abstract: | Multiple-choice items are universally used in formal education. Since they should assess learning, not test-wiseness or guesswork, they must be constructed following the highest possible standards. Hundreds of item-writing guides have provided guidelines to help test developers adopt appropriate strategies to define the distribution and sequence of correct answers across tests and, thus, not inadvertently provide clues to correct responses. In this study, these option placement guidelines were systematically reviewed. Consensual recommendations and recommendations from the most theoretically sound guides were identified. Additionally, results from empirical studies evaluating the effect of option position on examinees' responses and research reports on where test developers place correct answers in tests were considered to better examine these recommendations' relevance and suitability. Consistent and easy-to-follow recommendations about where and how to place options in items and tests are finally provided so that developers can gauge the adequacy of their option placement strategies. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1454681 |
| Database: | ERIC |
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