One frequently stated disadvantage of multiple-choice tests is that they test primarily or exclusively knowledge. The higher levels of mastery (e.g. comprehension, application or problem-solving) are usually not addressed. Studies have shown that students generally study more superficially for multiple-choice tests than they do for other types of tests (e.g. with open-ended questions). The construction of multiple-choice questions that assess higher levels of mastery is nevertheless not impossible. Although it is not simple, a few tips could help in this regard:
- Start with a knowledge question
If you are not able to arrive at a question for a higher level of mastery immediately, it is often worthwhile to cast the content to be assessed as a knowledge question, which can subsequently be transformed to the intended higher level of mastery. For example:
According to the objectives, medical students should be able to identify a disease profile based on symptoms (application level). In this case, you could proceed from the knowledge question: Which symptoms are characteristic of Disease x? (followed by several combinations of the symptoms). This question could then be easily transformed into an application question: "Ms Y is complaining of the following symptoms. What is your diagnosis of her disease profile?"
- Use a brief case, scenario or newspaper article
This makes it possible to assess students’ problem-solving skills (analysis, synthesis, evaluation). The inclusion of such questions in a test, however, often increases the testing time. This could be kept under control through such measures as asking several sub-questions on several topics to be tested based on only one case.
- Use visual material
Instead of asking for definitions of specific concepts, students could be asked to interpret concepts based on figures, tables or graphs.
- Proceed from active verbs
One convenient tool consists of using verbs that are representative of a certain level of mastery. For example: You would like to ask a question on a particular topic at the level of comprehension. The following verbs are typical of the ‘comprehension’ level: ‘in your own words, state’, ‘using your own example, illustrate’, ‘list the similarities and differences’.
- Avoid copying the course material verbatim
The use of text fragments that students could recognise from the lectures or course measures only quality of a student’s memory. With regard to testing the higher levels of mastery, therefore, it is important to use different wordings and new examples.
Want to know more?
Brame, C., (2013). . Retrieved from Vanderbilt University website (accessed August 23rd, 2019).
Burton, S., Sudweeks, R., Merrill, P. & Wood, B. (1991). Retrieved from Brigham Young University website.
Clay, B. (2001). Retrieved from Kansas State University website.
Scully, Darina (2017). . Practical Assessment, Research & Evaluation, 22(4).