Mutiple-choice 单项选择题.ppt

Shakle Xia /shakle 2009 . 7 北戴河 多项选择题的实例 多项选择题的结构 多项选择题设计要求 多项选择题设计程序 多项选择题设计标准 国内同类试题设计策略 国内同类试题案例分析 2009年高考英语试题（全国卷I）—单项填空题 Before proceeding, it will be useful to establish our terms for discussing multiple-choice items. The stem is the introductory question or incomplete statement at the beginning of each item and this is followed by the options. The options consist of the answer--the correct option--and distractors--the incorrect but (we hope) tempting options. （Kehoe, Jerard） 21. — It looks heavy. Can I give you a hand? — . A. No, thanks B. Yes, my pleasure C. No, never mind D. Yes, I do 22. Lets go to cinema thatll take your mind off the problem for while. A. the; the B. the; a C. a; the D. a; a The stem: an incomplete statement The stem: an incomplete statement The option: the answer The option: a distractor The option: the answer The option: a distractor As a rule, one is concerned with writing stems that are clear and parsimonious, answers that are unequivocal and chosen by the students who do best on the test, and distractors that are plausible competitors of the answer as evidenced by the frequency with which they are chosen. Lastly, and probably most important, we should adopt the attitude that items need to be developed over time in the light of evidence that can be obtained from the statistical output typically provided by a measurement services office (where tests are machine-scored) and from expert editorial review. The primary objective in planning a test is to outline the actual course content that the test will cover. A convenient way of accomplishing this is to take 10 minutes following each class to list on an index card the important concepts covered in class and in assigned reading for that day. These cards can then be used later as a source of test items. An even more conscientious approach, of cou