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https://www.fodey.com/generators/newspaper/snippet.asp

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https://www.chronicle.com/article/8-Tips-to-Improve-Your-CV/246720

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Your CV - as its full name, "curriculum vitae," suggests - is the record of your academic life. But it's also a passport through that life, and one you'll have to show to gatekeepers over and over. If you want to get past those gates, your CV had better do its job.

I talk a lot in The Graduate Adviser column about the career prospects of Ph.D.s outside of academe, but this month I turn to the central document of academic life: the CV. Of course a strong CV is built on strong achievements. But you also have to present your record in an interesting and impressive way. And that's where many aspiring academics fall short.

What follows are eight tips to improve your CV.

But first, understand the difference between a CV and a résumé. There's plenty of overlap between the two - it's fair to describe a CV as an academic résumé. But the differences are salient. A résumé tends to be directly purpose-driven. It might start out with an explicit career objective ("a public-relations position that combines analysis and customer relations"), while a CV rarely features that kind of rhetoric.

CVs have specific purposes, too - they're more implicit, that's all. You have to design a CV for the audience it will reach - and you have to attend to the particular readings habits of that audience.

Résumés are typically more compact than CVs. Just about everyone who's written a résumé has encountered the injunction to keep it short. But if a CV is usually more comprehensive, that doesn't mean it should be swollen with watery excess. Keep in mind that every unnecessary item on your vita threatens, by its very presence, to distract your reader from the necessary stuff.

What makes a CV entry necessary? That depends on who's reading, and why.

Always remember: Your CV combines autobiography and salesmanship. It needs to persuade readers to hire you for the job, give you the grant, or award you the fellowship. You have to select the aspects of yourself that will sell you to your specific audience.

Other people read your CV because they have something you want. When you prepare the document for their eyes, keep your specific goal in mind and customize accordingly. If you're sending your CV as part of an application for a grant, you probably don't need to include your campus service work - because unnecessary extras distract the reader. If you're applying for a teaching job at a research university, you'll present your teaching record differently than if you're applying for an opening at a private high school.

In other words, a CV is not just a written record of your credentials. It's an argument in favor of you. Write with that in mind.

Generally speaking, put your educational credentials first. As you make that argument for yourself, follow the prevailing rules. Education is the business most CV-readers are in. Readers of résumés might not care much about where you went to school and what degrees you got, but CV readers almost always look for that information right away. Don't annoy them by burying it.

When you lay out your CV, follow the conventions of your discipline. A CV is not the place to challenge your reader's assumptions. If scientists expect your publications to be presented in chronological order and in a specific bibliographic format, then meet their expectations. If you don't, you'll distract your readers from their most important task, which is to assess your credentials.

Draft your vita knowing it will be skimmed. I keep returning to distraction because it ought to be your greatest concern. Consider that most people going through a stack of applications will spend only a couple of minutes reading each CV - if that. You have to make the most of that brief time.

Worse, most readers don't read a CV carefully. They skim it. You can't change that fact, so accommodate to it instead: Write to be skimmed. Which brings me to my next two points.

Most important, write visually. That's an umbrella term. It means you should attend to the visual balance between text and white space on your CV, use formatting thoughtfully to create emphasis, and, above all, consider the movement of a skimming reader's fast-moving eye.

You may wonder how you can tell where readers are going to look. It takes some practice. You can get it by reading other people's CVs (which are abundant online), and watching where your own eyes travel. Where do you home in? What do you skip? Do your eyes move sequentially from section marker to section marker, or do they jump around?

A good CV uses formatting to catch and direct the reader's attention. Boldface, for example, will attract the reader - as it does you when you read this essay. Underlining does the same.

On the other hand, big bricks of text - i.e., chunky paragraphs - will repel readers. When the skimming reader's eye encounters a long paragraph, it usually just bounces off it and drops downward to the next resting point. Resting points are important because even skimming readers need a place to stop. Indentation and other formatting choices provide visual variety and contrasts, and they also provide section markers to give readers a momentary rest before you redirect them.

Use boldface, underlining, and other attention-getting hooks judiciously. Overuse renders them ineffective, or worse. If a CV assaults the eye with a blizzard of words and a farrago of underlining, bolding, italics, text boxes, and so on, you'll turn off many readers and get less of their precious time.

Front-load your most important entries. This, too, is about keeping in mind your readers' limited amount of time for looking at CVs. If your most impressive credential is the prize you won for your dissertation, then figure out a way to put it before your reader as soon as you can - and flag it so it won't be missed.

You have to do that because reading lengthy CVs gets tiring very fast. Make sure your readers see what you want them to see before they run out of attention, shift into "it's time to finish" mode, and start hitting "page down."

Avoid inside baseball. That's a journalistic term for insider talk. You'll conserve your reader's patience if you present the important stuff intelligibly. Unless you're applying for an opening in a department you're already teaching in, your reference to "Sociology 342" will be lost. Worse, it will be interpreted as a sign that you don't really understand who your audience is - and your readers will take note of that failure.

Use your CV to guide the interview you hope to land. Your CV should include only those things that you want to talk about in the job interview. Remember that an interview is a conversation about you - and your application provides the ingredients for that discussion. Imagine how you'd like the conversation to go, and organize your CV to make that outcome more, not less, likely.

The inverse also holds true: If you don't want to talk about a particular controversy in your field (say, a high-profile sexual-harassment case in your discipline), then avoid names and references on your CV that might lead a reader to ask you about it.

Of course your application comprises more than your CV. If you're applying for a job, your cover letter is at least as important. That'll be the subject of my next column.

Leonard Cassuto, a professor of English at Fordham University, writes regularly about graduate education in this space. His latest book is The Graduate School Mess: What Caused It and How We Can Fix It, published by Harvard University Press. He welcomes comments, suggestions, and stories at lcassuto@erols.com. His Twitter handle is @LCassuto.

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Your CV - as its full name, "curriculum vitae," suggests - is the record of your academic life. But it's also a passport through that life, and one you'll have to show to gatekeepers over and over. If you want to get past those gates, your CV had better do its job.

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Nursing school is tough and studying can be very time-consuming. It can feel like there's so little time to read through everything, much less review the material more than once. For the past two years as nursing student, I've worked tirelessly to find the best methods for learning quickly and studying efficiently on the go.

I've found that mobile apps are a great way to review and retain all of the information from your textbooks, courses, clinicals and nursing exams. Many of these apps are also helpful resources for preparing for the NCLEX exam.
Here are my top five apps for nursing school survival:
This resource has you covered with a cheat-sheet for every nursing topic and obstacle. It's perfect for clinical or on-the-job use! Throw away your hard copies and lighten up your scrub pocket load because now all you need is this app to get through your shifts. The app offers informational guides on topics such as cardiac, pediatric care, pharmacology, neurology, labs, respiratory, gastrointestinal and endocrine. Trust me, this mobile app is one you will want to keep on you at all times.

The price for this app is $9.99, but I've found it to be totally worth it. I have this app on my phone and I also own a hardcopy version. Extra perk: There is NO fluff in this app! All of the information is straight to the point and designed to help you find the answers you need easily and quickly.

This app is a great studying resource for the NCLEX and your nursing exams. I used to have the ATI RN Mentor app, and not only were the questions suspiciously too easy, they did not prepare me for any ATI exams I've taken so far in nursing school.

The best part about this app is that you can always check the rationale for the correct answer, so you continue to learn more even if you guessed correctly! While this app is a little pricey at $49, it is a reliable resource for your NCLEX exam preparation and it also helps you build your critical thinking skills.

This app is all the rage on social media-and rightfully so! If you enjoy using mnemonic devices as a study tool, this might be just the resource you're looking for. This app also explains everything in chronological steps and reads the content aloud to you. Each topic has a quiz at the end of the section. I paid the full price of $80 for this app, but I have a coupon code to save you 20 percent and you also get access to 4 free weeks to the NCLEX Workbook!

Every new nursing graduate I know who studied with UWorld passed his or her NCLEX exam. I have heard from nursing friends that UWorld is difficult, but so is the NCLEX. UWorld is so similar to NCLEX that if you really want to prepare yourself for the exam, this is an app to invest in. UWorld does include a rationale for each answer and will also inform you of how likely you are to pass the NCLEX exam based on your scores. UWorld subscriptions can range from $139 to $249, depending on which option you choose. Later this year, I do plan to purchase this app as I prepare to take the NCLEX.

This free app is like a mini survival guide for nurses and nursing students alike. With Epocrates, you can learn about different diseases, their key treatment points, medications, diagnostic approaches and tests, work out dosage calculations and so much more. This is a mobile app I am sure you will continue to use even when you graduate and begin your professional nursing career.

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What Are the Top Study Apps for Nursing Students?

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Nursing school is tough and studying can be very time-consuming. It can feel like there's so little time to read through everything, much less review the material more than once. For the past two years as nursing student, I've worked tirelessly to find the best methods for learning quickly and studying efficiently on the go.

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Becoming more aware of where you are and what you’re doing, without becoming overly reactive or overwhelmed by what’s going on around you.

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Create or play exciting online puzzles and mind games

Online Puzzles & Brain Games

Are you ready to challenge your brain? Play exciting online puzzles and brain games at ProProfs or create a unique one. You can also make your own brain teasers, trivia or online puzzle games and share it with friends. Combine fun with learning, challenge and enhance your brain's processing speed and performance. You'll love it!

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This website uses cookies to ensure you get the best experience. By continuing to browse the site you consent to the use of cookies. Learn more cookie message ok Create or play exciting online puzzles and mind games Are you ready to challenge your brain?

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https://www.michigancenterfornursing.org/system/files/G-CFA%20Manual%20Tab%208%20Conducting%20Pre%20Post%20Conferences-R6.pdf

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Skill Stat (for ECG; ACLS; Cardiac Trivia

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Skill Stat (for ECG; ACLS; Cardiac Trivia

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https://www.skillstat.com/tools/ecg-simulator#/-home

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This FREE ECG simulator will help you practice interpreting core rhythms, as well as exceptions such as AV Blocks. It also has a game mode!

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Basic Skills

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Simulation in Health Care: Debriefing in Healthcare Simulation Basic Skills

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Unitag | Home of QR | The free QR code generator

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Our free QR code generator! Try our powerful free Qr code generator and let your imagination guide your creation with our powerful tool. Logo, background image, pre-made template, youtube, instagram, linkedin, google maps, everything is there to make your life easier!

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Kahoot! is a game-based learning platform, used as educational technology in schools and other educational institutions. Its learning games, "Kahoots", are multiple-choice quizzes that allow user generation and can be accessed via a web browser or the Kahoot app.

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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The Flipped Classroom: Where Interactive Learning Meets Technology

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mesacc.edu | 480-461-7000 | © 2020 Mesa Community College | A Maricopa Community College The Maricopa County Community College District (MCCCD) is an EEO/AA institution and an equal opportunity employer of protected veterans and individuals with disabilities. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, age, or national origin.

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AWHONN (Association of Women's Health Obstetric Neonatal Nurses)

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AWHONN (Association of Women's Health Obstetric Neonatal Nurses)

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AWHONN- Association of Women's Health, Obstetric and Neonatal Nurses

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AWHONN's Statement on Reproductive Health Care of ICE Detainees COVID-19 ALERTS and RESOURCES as of 1/28/2021 Knowledge to Action: Care Equity for Black Moms Visit our Birth Equity Resource Page Read Between the Lines: Live FHM Strip Review Series Learn More Partnerships Join Us

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The first stage of labor happens in two phases: early labor and active labor. Typically, it is the longest stage of the process.

During early labor:

The opening of the uterus, called the cervix, starts to thin and open wider, or dilate.

Contractions get stronger, last 30 to 60 seconds, and come every 5 to 20 minutes.

The woman may have a clear or slightly bloody discharge, called "show."

A woman may experience this phase for up to 20 hours, especially if she is giving birth for the first time.

During active labor:

Contractions become stronger, longer, and more painful.

Contractions come closer together, meaning that the woman may not have much time to relax in between.

The woman may feel pressure in her lower back.

The cervix starts dilating faster.

The fetus starts to move into the birth canal.

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The first stage of labor happens in two phases: early labor and active labor. Typically, it is the longest stage of the process. During early labor: The opening of the uterus, called the cervix, starts to thin and open wider, or dilate. Contractions get stronger, last 30 to 60 seconds, and come every 5 to 20 minutes.

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NCBI Bookshelf. A service of the National Library of Medicine, National Institutes of Health.

National Collaborating Centre for Women's and Children's Health (UK). Intrapartum Care: Care of Healthy Women and Their Babies During Childbirth. London: National Institute for Health and Care Excellence (UK); 2014 Dec. (NICE Clinical Guidelines, No. 190.)

Intrapartum Care: Care of Healthy Women and Their Babies During Childbirth.
Show details
The following tables provide details about the CTG classification systems used by different included studies in the review looking at the interpretation of fetal heart rate traces ( Section 10.2 in the full guideline)

NICHD 2008 Fetal Heart Rate Definitions
Based on original 1997 definitions

*

A sinusoidal is patterns regular with cyclic changes in the FHR baseline, such as the sine wave. The frequency is < 6 cycles/min, the amplitude is at least 10 beats/min and duration should be ≥ 20 minutes.

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NCBI Bookshelf. A service of the National Library of Medicine, National Institutes of Health. National Collaborating Centre for Women's and Children's Health (UK). Intrapartum Care: Care of Healthy Women and Their Babies During Childbirth. London: National Institute for Health and Care Excellence (UK); 2014 Dec. (NICE Clinical Guidelines, No. 190.)

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Visible Body - Virtual Anatomy to See Inside the Human Body

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We create educational 3D medical apps that help you to better understand human anatomy and physiology.

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Creating a Rubric

Rubrics are a tool to help you evaluate student performance. Knowing how to create and use rubrics gives you a better understanding of assessment and another option for assessing student performance. Rubrics are a great way to improve communication, learning, and grading fairness. In this course we will cover:

what rubrics are and how they can benefit you and your students

assessment concepts that relate to rubrics

how to create a rubric

how to judge the quality of the rubrics you create

The tutorial also provides several examples of rubrics and a list of resources where you can learn more.

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Rubrics are a tool to help you evaluate student performance. Knowing how to create and use rubrics gives you a better understanding of assessment and another option for assessing student performance. Rubrics are a great way to improve communication, learning, and grading fairness. Course authored and designed by Lisa O'Reilly, Instructional Designer."

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Online Puzzlemaker | Create Your Own Puzzle | Discovery Education Puzzlemaker

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Discovery Education's Puzzlemaker provides teachers, students, and parents, the tools necessary to create crossword, puzzles, word search puzzles, mazes and more online!

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Learning Resources

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Here are 156 free nursing games with some 6,000 questions designed to make your nurse learning / education more interesting, engaging and fun! In this section we have developed, and are experimenting with, different kinds of educational nursing games. Online games are very popular, so why not apply them to your nursing education?

The Super Nurse and Word Guess games have been developed in HTML5. Therefore, the latest browser versions of Internet Explorer (IE10/11), Firefox, Chrome or Safari need to be used. These games can also be played on most mobile devices.

We have enhanced the games software to produce a Report that you can print out and keep for your records, or to hand in for assignments. For statistical and research purposes, the game results are now being tracked and recorded.

Click on a Title below to open up a specific nursing educational game in a new window. If you find the audio annoying or distracting, click the Mute button on your computer. Enjoy!

1. Nursing Games - Super Nurse Series

1.27 Drug Dosage Calculations I - This game tests your knowledge of the metric system and how to accurately make conversions between the various units. ( 15 items selected from 50 questions).

1.28 Drug Dosage Calculations II - Test and refresh you knowledge and skills about how to calculate the correct tablet medication dosages. ( 15 items selected from 50 questions).

1.29 Drug Dosage Calculations III- This game is designed to assess and review your knowledge and skills in calculating the correct fluid medication dosages. ( 15 items selected from 50 questions).

1.30 Drug Dosage Calculations IV - Test and refresh your knowledge and skills in calculating the correct dosages for medication administration by injection. ( 15 items selected from 50 questions).

1.31 Drug Dosage Calculations V - This game assesses your knowledge and skills in calculating the correct intravenous (IV) dosages, flow rates and administration times. ( 15 items selected from 50 questions).

2. Nursing Games - Word Guess Series

2.45 Pediatric Disorders I - Test your knowledge of the names of disorders related to child development, vision, hearing, blood, respiratory system and nervous system in pediatric patients. (1 5 items drawn from a pool of 45 questions).

These Drag and Drop games were developed using Articulate's StoryLine 3 software. For best viewing of these SL3 games on Apple's iPhone and iPad, download and install the FREE Articulate from the iTunes Store. If you are using an Android tablet or phone, download and install the FREE Articulate Android Player App from Google Play.

3.2 Blood Tests I - See how well you know the indications / applications of 60 blood tests used to diagnose and monitor various body disorders and diseases. ( 15 questions selected from 60).

3.3 Blood Tests II - Test and refresh your knowledge of the indications / applications of another 60 blood tests used to diagnose and monitor various body disorders and diseases. ( 15 questions selected from 60).

3.4 Cancer Symptoms - Try this funky nursing game to see how well you know the signs and symptoms of 12 different types of common cancers. ( 24 questions).

3.5 Diagnostic Tests I - Try this game to see how well you know the indications / applications of 45 electrodiagnostic, endoscopic and nuclear diagnostic technologies, tools and procedures used to identify, monitor and evaluate body disorders and diseases. ( 15 questions from 45).

3.6 Diagnostic Tests II - Another game to see how well you know the indications / applications of 45 manometric, ultrasound and x-ray diagnostic technologies, tools and procedures used to identify, monitor and evaluate body disorders and diseases. ( 15 questions from 45).

3.10 Infectious Diseases - See how well you know the causes (bacteria, virus, fungi, parasites or protozoa) of these infectious diseases. ( 48 questions).

3.18 Oral Dosages - Another game about calculating the correct dosages for medications administered orally using solutions, suspensions, mixtures and syrups. ( 15 questions randomly selected from 35 items).

3.21 Pressure Ulcer Terms II - Another game to review the terminology used in the assessment, prevention and treatment of pressure ulcers / bedsores. ( 20 questions chosen from 70 items).

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Here are 156 free nursing games with some 6,000 questions designed to make your nurse learning / education more interesting, engaging and fun! In this section we have developed, and are experimenting with, different kinds of educational nursing games. Online games are very popular, so why not apply them to your nursing education?

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For Remote or In-Person Classrooms

Factile is a free learning platform that lets teachers create engaging jeopardy-style quiz games for the remote or in-person classroom

Assess students' understanding of new topics or review the latest concepts using our simple, user-friendly gameboard template. Create and share your games with students, or search our database of already-created games. Use Factile with Google Classroom to easily assign games and flashcards to your class.
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See more reviews

Are you looking to make your Factile game even more engaging? Let students BUZZ IN via their laptops, phones or tablets! Remote or In-Classroom.

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Classroom Jeopardy Review Game | Buzzer Mode | Factile

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Create your own Jeopardy template online without PowerPoint, or browse the pre-made templates to play Jeopardy-style classroom games or quizzes in minutes.

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Cite this guide: Brame, C. (2013) Writing good multiple choice test questions. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/.

Multiple choice test questions, also known as items, can be an effective and efficient way to assess learning outcomes. Multiple choice test items have several potential advantages:

Versatility: Multiple choice test items can be written to assess various levels of learning outcomes, from basic recall to application, analysis, and evaluation. Because students are choosing from a set of potential answers, however, there are obvious limits on what can be tested with multiple choice items. For example, they are not an effective way to test students' ability to organize thoughts or articulate explanations or creative ideas.

Reliability: Reliability is defined as the degree to which a test consistently measures a learning outcome. Multiple choice test items are less susceptible to guessing than true/false questions, making them a more reliable means of assessment. The reliability is enhanced when the number of MC items focused on a single learning objective is increased. In addition, the objective scoring associated with multiple choice test items frees them from problems with scorer inconsistency that can plague scoring of essay questions.

Validity: Validity is the degree to which a test measures the learning outcomes it purports to measure. Because students can typically answer a multiple choice item much more quickly than an essay question, tests based on multiple choice items can typically focus on a relatively broad representation of course material, thus increasing the validity of the assessment.

The key to taking advantage of these strengths, however, is construction of good multiple choice items.

A multiple choice item consists of a problem, known as the stem, and a list of suggested solutions, known as alternatives. The alternatives consist of one correct or best alternative, which is the answer, and incorrect or inferior alternatives, known as distractors.

Constructing an Effective Stem

1. The stem should be meaningful by itself and should present a definite problem. A stem that presents a definite problem allows a focus on the learning outcome. A stem that does not present a clear problem, however, may test students' ability to draw inferences from vague descriptions rather serving as a more direct test of students' achievement of the learning outcome.

2. The stem should not contain irrelevant material, which can decrease the reliability and the validity of the test scores (Haldyna and Downing 1989).

3. The stem should be negatively stated only when significant learning outcomes require it. Students often have difficulty understanding items with negative phrasing (Rodriguez 1997). If a significant learning outcome requires negative phrasing, such as identification of dangerous laboratory or clinical practices, the negative element should be emphasized with italics or capitalization.

4. The stem should be a question or a partial sentence. A question stem is preferable because it allows the student to focus on answering the question rather than holding the partial sentence in working memory and sequentially completing it with each alternative (Statman 1988). The cognitive load is increased when the stem is constructed with an initial or interior blank, so this construction should be avoided.

Constructing Effective Alternatives

1. All alternatives should be plausible. The function of the incorrect alternatives is to serve as distractors,which should be selected by students who did not achieve the learning outcome but ignored by students who did achieve the learning outcome. Alternatives that are implausible don't serve as functional distractors and thus should not be used. Common student errors provide the best source of distractors.

2. Alternatives should be stated clearly and concisely. Items that are excessively wordy assess students' reading ability rather than their attainment of the learning objective

3. Alternatives should be mutually exclusive. Alternatives with overlapping content may be considered "trick" items by test-takers, excessive use of which can erode trust and respect for the testing process.

4. Alternatives should be homogenous in content. Alternatives that are heterogeneous in content can provide cues to student about the correct answer.

5. Alternatives should be free from clues about which response is correct. Sophisticated test-takers are alert to inadvertent clues to the correct answer, such differences in grammar, length, formatting, and language choice in the alternatives. It's therefore important that alternatives

have grammar consistent with the stem.

are parallel in form.

are similar in length.

use similar language (e.g., all unlike textbook language or all like textbook language).

6. The alternatives "all of the above" and "none of the above" should not be used. When "all of the above" is used as an answer, test-takers who can identify more than one alternative as correct can select the correct answer even if unsure about other alternative(s). When "none of the above" is used as an alternative, test-takers who can eliminate a single option can thereby eliminate a second option. In either case, students can use partial knowledge to arrive at a correct answer.

7. The alternatives should be presented in a logical order (e.g., alphabetical or numerical) to avoid a bias toward certain positions.

8. The number of alternatives can vary among items as long as all alternatives are plausible. Plausible alternatives serve as functional distractors, which are those chosen by students that have not achieved the objective but ignored by students that have achieved the objective. There is little difference in difficulty, discrimination, and test score reliability among items containing two, three, and four distractors.

Additional Guidelines

1. Avoid complex multiple choice items , in which some or all of the alternatives consist of different combinations of options. As with "all of the above" answers, a sophisticated test-taker can use partial knowledge to achieve a correct answer.

2. Keep the specific content of items independent of one another. Savvy test-takers can use information in one question to answer another question, reducing the validity of the test.

Considerations for Writing Multiple Choice Items that Test Higher-order Thinking

When writing multiple choice items to test higher-order thinking, design questions that focus on higher levels of cognition as defined by Bloom's taxonomy. A stem that presents a problem that requires application of course principles, analysis of a problem, or evaluation of alternatives is focused on higher-order thinking and thus tests students' ability to do such thinking. In constructing multiple choice items to test higher order thinking, it can also be helpful to design problems that require multilogical thinking, where multilogical thinking is defined as "thinking that requires knowledge of more than one fact to logically and systematically apply concepts to a ...problem" (Morrison and Free, 2001, page 20). Finally, designing alternatives that require a high level of discrimination can also contribute to multiple choice items that test higher-order thinking.

Additional Resources

Burton, Steven J., Sudweeks, Richard R., Merrill, Paul F., and Wood, Bud. How to Prepare Better Multiple Choice Test Items: Guidelines for University Faculty, 1991.

Cheung, Derek and Bucat, Robert. How can we construct good multiple-choice items? Presented at the Science and Technology Education Conference, Hong Kong, June 20-21, 2002.

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Writing Good Multiple Choice Test Questions

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by Cynthia J. Brame Print Version Cite this guide: Brame, C. (2013) Writing good multiple choice test questions. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/. Constructing an Effective Stem Constructing Effective Alternatives Additional Guidelines for Multiple Choice Questions Considerations for Writing Multiple Choice Items that Test Higher-order Thinking Additional Resources Multiple choice test questions, also known as items,...