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Questions and Answers
What should be avoided when constructing multiple choice questions?
What should be avoided when constructing multiple choice questions?
How should the stem of a multiple choice question be constructed?
How should the stem of a multiple choice question be constructed?
When is it appropriate to use the 'None of the above' option in a multiple choice question?
When is it appropriate to use the 'None of the above' option in a multiple choice question?
What should be avoided as a non-relevant source of difficulty in constructing multiple choice questions?
What should be avoided as a non-relevant source of difficulty in constructing multiple choice questions?
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Why should the class interval size be an odd number as much as possible?
Why should the class interval size be an odd number as much as possible?
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What is the purpose of choosing appropriate bins when creating a histogram?
What is the purpose of choosing appropriate bins when creating a histogram?
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Why is it important to label axes clearly on a histogram?
Why is it important to label axes clearly on a histogram?
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What is the purpose of considering normalization when creating a histogram?
What is the purpose of considering normalization when creating a histogram?
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What is the primary purpose of criterion-referenced grading systems?
What is the primary purpose of criterion-referenced grading systems?
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What can make it difficult to set a reasonable standard in criterion-referenced grading?
What can make it difficult to set a reasonable standard in criterion-referenced grading?
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What is a key disadvantage of criterion-referenced grading systems?
What is a key disadvantage of criterion-referenced grading systems?
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In which situation are criterion-referenced grading systems often used?
In which situation are criterion-referenced grading systems often used?
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Study Notes
Constructing Multiple Choice Questions
- Avoid complex language, ambiguous words, and vague phrases in the stem to ensure clarity and fairness.
- Construct the stem to be concise, clear, and focused on the main idea, with the correct answer being the most plausible option.
- Use the "None of the above" option only when it is a plausible answer, and when the other options are not correct.
Avoiding Irrelevant Difficulty in Multiple Choice Questions
- Avoid using complex vocabulary, abstract concepts, or irrelevant information that can distract from the main idea.
- Ensure that the incorrect options are plausible and attractive to the test-taker, but not correct.
Creating Histograms
- Choose appropriate bins to group data into categories, making it easier to visualize and interpret the distribution.
- Label axes clearly to provide context and facilitate understanding of the data.
- Consider normalization to ensure that the data is scaled correctly, making it easier to compare and analyze.
Criterion-Referenced Grading Systems
- The primary purpose is to evaluate student performance based on specific learning objectives or standards.
- Setting a reasonable standard can be difficult due to factors such as varying student backgrounds and teacher bias.
- A key disadvantage is that students may be compared to a standard rather than to each other.
- Criterion-referenced grading systems are often used in high-stakes testing, such as college entrance exams or professional certifications.
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Description
This quiz provides guidelines for creating multiple choice questions in educational philosophy. It covers tips such as avoiding synonyms, presenting sequenced items in a different order, refraining from assumed qualifiers, and eliminating unnecessary words or phrases.
