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Characteristics of Good Student Feedback

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Characteristics of Good Student Feedback

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Characteristics of Good Student Feedback

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Create and publish online surveys in minutes, and view results graphically and in real time. SurveyMonkey provides free online questionnaire and survey software.

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15 Rules of Netiquette for Online Discussion Boards

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15 Rules of Netiquette for Online Discussion Boards

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We're about to discuss behavioral interview questions and the STAR method, but first:
Tomorrow's my interview. I'm so nervous that I'm sweating bullets. They're going to ask me all kinds of questions, and their randomness makes it difficult to prepare for. I wish there was a way I could answer their questions perfectly, every time; I wish there was a secret method or strategy.
Well, you're in luck!
This STAR method interview guide will show you:

An explanation of what the STAR interview technique to help you understand and apply it in your next job interview.

How to tackle behavioral-based interview questions using the STAR method.

What is a behavioral interview question and how you can answer it.

Over a dozen examples of behavioral interview questions and answers using the STAR approach.

There is a special formula that works every time when tasked with answering behavioral interview questions: the STAR Method.

So, get ready to ace your upcoming interview with this STAR interview format guide and tutorial on how to answer STAR interview questions.

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The STAR method is a technique of answering behavioral interview questions in a structured manner by describing a specific situation, task, action, and result of the situation you are discussing. The STAR method helps you explain in a simple yet powerful way how you handled specific work situations and challenges.

Situation: An event, project, or challenge faced

Task: Your responsibilities and assignments for the situation

Action: Steps or procedure taken to relieve or rectify situation

Result: Results of actions taken.

The STAR interview method is also called the CAR method, which stands for Context/Challenge, Action, Result. They're essentially the same approach, with the Context of the CAR technique being equivalent to the Situation and Task of the STAR technique. It is synonymous, too, with the PAR method, which stands for Problem, Action, Result.
Sure, but how do those four words solve my interview worries on behavioral questions?
Pro Tip: The STAR technique is perfect for all aspects of job hunt. It lets you talk about achievements on your resume rather than boring tasks and responsibilities, too!

Sounds pretty simple, right?
So, what are behavioral interview questions?
We'll answer that in just a moment, but first, we'll go over what behavioral questions are in the next chapter.

The STAR method is one of the greatest behavioral interview tips, but we've got tons of interview advice for all stages of your big day: Best Job Interview Tips, Advice and Techniques

Behavioral interview questions are questions about specific situations in your past work experience and how you handled them or behaved. There are the essence of the STAR method of interviewing.

In this approach, the recruiter assesses your answer to see if you are capable of taking proper initiative and action should a similar situation take place.

Behavioral interview questions are one of the biggest pain points for interviewees. The recruiter isn't looking for a simple answer, like a "yes/no," but rather a semi-detailed story.

"Tell me about a time when..."

"Give me an example of..."

"Have you ever..."

"Describe an instance where you've had to..."

And, even if you have no work experience, behavioral questions and answers can be associated with other situations, such as university projects or volunteering responsibilities.
Which of the following is an example of a behavioral question?
Behavior-based interview questions often start in similar ways, such as:

Ok, so now you get the gist, but let's take a quick quiz to find out if you really understand where we'll apply the STAR method.

[A] Give me an example of how you would handle an irate customer phone call.

[B] Tell me about a time when you performed well under enormous pressure.

[C] Where do you see yourself in five years?

So, what's your answer?

Well, the correct option is [B]. Option [C] is clearly not of the behavioral types of interview questions, and [A] was a trick- it starts the way many behavioral questions do but is actually a situational interview question.

Pro Tip: Situational interview questions focus on speculative events in the future. Instead of giving the interviewer an actual event and how you handled it from your past work experience, a situational answer considers how you might act in a situation that might happen in the company's future.

As for answer [C], you can check out our great article to prepare for this important question: "Where Do You See Yourself in 5 Years?" Interview Question [Examples]

Well, we know what behavioral questions in job interviews are, and we know the basic concept of the STAR method, as well.
"Tell me about a time when you performed well under enormous pressure."
But how do we combine the two to make you the star of the interview?
One time, at my last job, my coworker had a family emergency and needed to miss work for some time, and their super-important project was left unfinished and without a manager.
Let's use the above [B] as a lesson on how to answer an interview question using the STAR approach:
My supervisor instructed me to take on the project, and with no leniency on the deadline, I had days to complete a project that originally should have taken several weeks.
Step 1. Using the STAR method to answer this question, we'll first start with describing the situation:
I requested and was granted a reduction in my weekly goals, allotting me more time to attack the special project. As far as my weekly goals, I was able to delegate them out evenly to some of my teammates.
Step 2. Next, we'll give them the task:
With the reduction in my daily goals, I was able to dedicate more time to the special project. This allowed me to finish it on time and with complete accuracy. My supervisor appreciated my attitude and drive, and I was given several more projects after that, along with an eventual promotion and pay raise.
Step 3. Then the action taken to solve the problem:

Step 4. And finally, the result of your actions:

See that? It might have been a long story for an answer, but following the STAR interview format will give you detailed responses the interviewer expects when asking a behavioral-based interview question.

And, it's not too hard to do, either. As long as you work out each step in the STAR method in order, you'll nail your answer and impress them while you're at it.

Pro Tip: When answering in the STAR formula, use the first person singular - "I did such-and-such" rather than "we did such-and-such" - it will keep the focus on you.

At your interview, there'll come a time when you'll have the opportunity to ask them some questions, as well. Don't get caught off guard: 65 Questions to Ask an Interviewer (Examples for Specific Jobs)

Not as hard as you thought, right?

You understand the STAR format interview, as well as what a behavioral interview question is and how to answer it.

Now, let's look a list of typical STAR interview questions and answers:

Top 10 behavioral interview questions & STAR answers

1. Tell me about a time you had a conflict at work.

STAR Model Answer: There was a disagreement I had with a coworker which originated from a miscommunication. To keep our work environment professional and positive, we had to discuss it and make amends. I sat down with them one day during lunch, paid for their meal, and took initiative by apologizing for my part in the whole mess. Now, we work together well and are often praised for our impressive teamwork.

2. Can you describe a stressful situation and how you handled it?

STAR Model Answer: At my last restaurant, I once found out mere hours in advance about a health inspection. As the head chef, I was in charge of making sure everything was in order in the kitchen and the BOH before the inspector arrived. I quickly called in employees from the last shift to help out, leaving the others available to prep for that evening's dinner. As a result, we were able to ace the inspection, less costly in the long run compared to giving employees a few hours of overtime.

3. Can you detail a mistake you made and how you reacted to it?

STAR Model Answer: One time, I switched the packing labels of two packages I sent to customers. I had to correct the problem without angering the clients. I called them both up and provided them with shipping labels with the correct addresses while offering each of them a small gift certificate to use on a future order. The customers not only helped me fix my mistake, but they were both satisfied and will return and shop again.

4. Tell me about a time when you performed well under enormous pressure.

STAR Model Answer: At my last job, my coworker needed to miss work for some time, and their project was left unfinished and without a manager. My supervisor instructed me to take on the project, and with no leniency on the deadline, I had days to complete a project that originally should have taken several weeks. I requested and was granted reduced weekly goals, giving me more time to finish the special project. As far as my weekly goals, I was able to delegate them out to teammates. With my reduced goals, I dedicated more time to the special project. This allowed me to finish it on time and with complete accuracy. My supervisor appreciated my attitude and drive, and I was given several more projects after that, along with an eventual promotion and pay raise.

5. Have you ever dealt with a sticky situation involving another department?

STAR Model Answer: Previously, my department had a misunderstanding with members of our accounting department. We needed to correct the issue to keep office morale from plummeting. I gave my team a small budget and instructed my team to each pick out a thoughtful present for their counterpart in accounting. Later that night and from then onward, we became friends and strong colleagues.

6. Give me an example of a goal you met.

STAR Model Answer: Last October, I had to write six articles for the month to keep our blog fresh. I created an action plan for myself, with deadlines as to when each article should be published. I finished that month with six articles written and ahead of schedule.

7. Give me an example of a goal you couldn't meet and how you handled it.

STAR Model Answer: Last November, I had to write six articles for the month to keep our blog fresh. Throughout the month, I was tasked with small responsibilities that took time away from my goal. I was unable to complete my six posts, but I talked to my supervisor and detailed all my extra work completed, and I was praised for my accomplishments, as well.

8. Tell me about a time when you had to placate an unsatisfied client.

STAR Model Answer: As a flight attendant, I had a passenger who seemed to hate his seat next to a wailing infant. I decided to see what I could do to ease his suffering before he complained. With unoccupied seats in business class, I upgraded that passenger, and he was thrilled at his luck while the mother and infant were given more room to spread out.

9. Have you ever had a disagreement with an immediate supervisor?

STAR Model Answer: I once disagreed with my supervisor on the wording of her instructions. As her employee, I had to balance my respect for her with my English lessons from school. Instead of shoving a dictionary in her face, I apologized for the confusion and told her that I saw where we became confused. She respected me much more after that, and she even gave her recommendation for my promotion.

10. Describe a time when you went above and beyond.

STAR Model Answer: Earlier this year, there was a day where I had to come in to the garden center on a Saturday and take care of some tasks on which we were behind. I came in, listening to my headphones the entire time, and ended up finishing everything before lunch. As I was in such a productive mood, I stayed the full day, and eventually completed tasks that were meant for the following few days. Since that day, the garden center has never fallen behind again.

Reread the STAR interview questions and answers examples above for inspiration. Notice it's not important what you have to talk about. It's important how you do it.

Pro Tip: Some interview questions may not literally be questions at all, such as "Describe a time when such-and-such happened. . ." They could still require a STAR response, though!

These are the most common behavioral questions at interviews, but for other common questions and how to answer them, see this: Common Job Interview Questions and Best Answers (20 Examples)

For behavioral interview questions, specifically, check out this great article: The Hidden Flaw In Behavioral Interview Questions (Forbes)

Remember - Memorizing the STAR acronym makes it much easier to answer a list of behavioral interview questions, but you must still make sure to remember it in the proper order to give the perfect answer.

Practice - Spend time getting the STAR formula right by giving yourself some practice STAR questions and answers before the interview.

Prepare - Prepare for your interview and avoid getting blindsided by studying our list of the best behavioral interview questions and answers.

Behavioral questions for interviews may seem difficult to tackle at first glance, but with the STAR method, answering behavioral interview questions couldn't be more simple and straightforward.
Still not grasping the STAR acronym or what is the STAR interview technique? Not sure how to prepare for STAR interviews? Give us a shout in the comments below and we will answer your question. Thanks for reading!
Keep these points in mind as you figure out how to prepare for a STAR interview:

Do these, and you'll know exactly how to ace STAR interviews.

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STAR Method Technique Interview Questions & Answers

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We're about to discuss behavioral interview questions and the STAR method, but first: Tomorrow's my interview. I'm so nervous that I'm sweating bullets. They're going to ask me all kinds of questions, and their randomness makes it difficult to prepare for.

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Empowering Clinical Nurse Educators With Tools to Drive To Efficiency

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Empowering Clinical Nurse Educators With Tools to Drive To Efficiency

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Designed for people who aren't designers With designer templates, millions of reusable presentations, and a PowerPoint-to-Prezi converter, there's no need to start from scratch-unless you want to. New Only Prezi Video puts you and your graphics on screen together in real time for seamless, engaging, professional-looking videos you can make in minutes.

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See why millions of users across the globe choose Lucidchart.

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A concept map helps you visualize the relationship between concepts, ideas, events, or notes. These diagrams are commonly used to plan curriculum, create study guides, or outline writing projects. To use a concept map, put your ideas in circles (also called nodes). Unlike a mind map that starts in the center and works outwards, a concept map generally works top to bottom in a hierarchy. Connect your circles with lines or arrows (also called arcs) and label the lines to show how the ideas relate to each other.

How to make a concept map

1. Start with a topic

Begin with the core topic you want to explore. Drag a shape onto the canvas to contain it. The hierarchy of your concept map will start from here.

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Make a list of all the key ideas that relate to your core topic. This list is called the parking lot. Order them from most general first to most specific last.

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Mind maps are better for brainstorming ideas or information visually. Use a concept map when you're diagramming relationships between and among concepts. Concept maps make it faster to understand and recall those relationships. For students, concept maps can be an efficient way of note-taking as well, sometimes referred to as conceptual note-taking.

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Our free concept map maker helps you easily create concept maps online. Get started in minutes with our concept map templates. Sign up to use Lucidchart today!

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Benefits of Bubbl.us mind maps over text:

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Bubbl.us - Create Mind Maps | Collaborate and Present Ideas

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Mind map and brainstorm online with Bubbl.us! Create colorful mind maps to print or share with others. Millions of people are using Bubbl.us worldwide to generate ideas, map out processes and create presentations.

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Signs and Symptoms of an M.I.by Joanne Serembus

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Signs and Symptoms of an M.I.by Joanne Serembus

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Signs and Symptoms of an M.I. by Joanne Serembus

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Infographics: A new tool for the nursing classroom

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Infographics: A new tool for the nursing classroom

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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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We express ourselves in different ways. On Flip, you can use our simple and fun built-in camera to record your thoughts, add effects and share within your Flip group as video, audio only or text in your web browser or mobile app.

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Flip is a video discussion and sharing app, free from Microsoft.

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Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

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Share Ideas Instantly with TechSmith Capture

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TechSmith Capture (formerly Jing) is a simple, free way to capture basic screenshots and screen recordings and share them with others.

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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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Make a newspaper clipping with your own headline and story. Surprise friends and colleagues, send a birthday greeting or give your next blog post a special look.

To download your newspaper, use the link at the bottom of the generated image. You can use the images as you wish ie. put them on your own website or blog. Please note, that direct linking to the newspaper clippings doesn't work; the images are deleted from the server after a short time span.

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Make a newspaper clipping with your own headline and story. Surprise friends and colleagues, send a birthday greeting or give your next blog post a special look.

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Creating a Rubric: Online Tutorial for Faculty

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Creating a Rubric: Online Tutorial for Faculty

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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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Writing Good Multiple Choice Test Questions

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Writing Good Multiple Choice Test Questions

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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.

Haladyna, Thomas M. Developing and validating multiple-choice test items, 2nd edition. Lawrence Erlbaum Associates, 1999.

Haladyna, Thomas M. and Downing, S. M.. Validity of a taxonomy of multiple-choice item-writing rules. Applied Measurement in Education, 2(1), 51-78, 1989.

Morrison, Susan and Free, Kathleen. Writing multiple-choice test items that promote and measure critical thinking. Journal of Nursing Education 40: 17-24, 2001.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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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,...

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