PARTS OF A QUESTION
STEM- consist of the problem or introductory
sentence.
ALTERNATIVES- suggested solutions
consist of :
1. Best Alternative- or the correct answer
2. Distractors- the incorrect or inferior
answers.
Multiple Choice should have/be:
1. Versatile/Versatility
-MC should assess various levels of learning
outcomes
-MC does not effectively measures the
learners in organizing thoughts like essay type.
-learners are not require to articulate in their
answers.
Multiple Choice should have/be:
2. Reliability
-if consistent, focus on single learning
objective.
-it becomes negative- because learners
are made to answer the letters only.
3.Validity
-If it measures the learning
outcome it suppose to measure.
-If it can be answered quickly.
-If it focus on the topic itself.
THE STEM:
Should be meaningful by itself- do not use incorrect
phrases or incomplete sentence.
Blanks should be used sparingly- unless necessary
Present a clear problem/ sentence
WH signal word are not necessary as long as it is using
correct sentence
THE STEM:
Use complete stem then blank.
Example: The movie entitled____________
is the most ( emphasized the topic) the
blank can be in the middle or first part
THE STEM :
Should not contain irrelevant
material- for this could decrease
realibility, validity etc.
Example: Too long sentences (2 or 3) it
just prolong the sentence questions but not
necessary.
THE STEM :
Should not be negatively stated/ unless only
when significant learning outcome is required.
- Unless appropriate
Example: None of the above/ All of the above.
Avoid (Which of the above, All of the above)
negatively phrasing
THE STEM :
Should present a definite problem
Ex: Which of the following is the true
statement?
a. Mitochondria_________________________
_________________________
b. _______________________________________
REVERSE THE QUESTION:
Mitochondria is_________________________
a.______________________________
b.______________________________
c.______________________________
THE ALTERNATIVES:
ALTERNATIVES should be plausible (believable,
credible)
-avoid options w/c are out of the box
ex: a. neutrons
Making the b.protons
alternative c.electrons
implausible
d. avocado- not a functional distractor
THE ALTERNATIVES:
ALTERNATIVES should not use WORDLY
options
Should be clearly stated and concise
( free from all elaboration & superflows
details- capsulate, compact)
Should be simply stated
( because we are not measuring the pupils
reading ability)
THE ALTERNATIVES:
ALTERNATIVES should be mutually exclusivedo not overlap the meaning of one another.
Ex: How many chromosome are found in a
a. 12
b. 24
c. 32
d. 41
Can be correct
THE ALTERNATIVES:
To be exclusive: How many chromosome are
found in a womans body- needs exact number
Should be homogeneous in content avoid same
phrases
ex: be able to read
be able to write
add this
to stem
THE ALTERNATIVES:
ALTERNATIVES should be free from CLUES of
the correct answer
Grammar should be consistent with the stem
The length format- parallel in form if possible
should be similar in length
Language choice- similar language
THE ALTERNATIVES:
ALTERNATIVES should be presented in logical
order- It could be arrange in alphabetical order
Avoid bias toward certain position
Avoid Multiple choices which are complex items
Keep specific content independent from one another
If possible have 4 options: 1- correct answer
3- distractors
BLOOMS TAXONOMY OF COGNITIVE DOMAIN
REMEMBERING
UNDERSTANDING
APPLYING
ANALYZING
EVALUATING
CREATING
BLOOMS TAXONOMY OF COGNITIVE DOMAIN
Remembering- recognize or recall facts
is when memory is used to
produce definition, facts or list or
to recite or retrieve information
BLOOMS TAXONOMY OF COGNITIVE DOMAIN
Remembering
oCan the pupil recall the
information?
oSimply recalling- no explaination
BLOOMS TAXONOMY OF COGNITIVE DOMAIN
Understanding- explain idea / concept
is about constructing meaning
from different types of functions, be
they written or graphics.
BLOOMS TAXONOMY OF COGNITIVE DOMAIN
UnderstandingoCan the pupil explain the ideas
and concept they have
remembered
BLOOMS TAXONOMY OF COGNITIVE DOMAIN
Applying- solve new problem with existing
knowledge
refer to situation where the learned
materials are used in products such as
diagrams, models, interviews, simulations
and presentations.
BLOOMS TAXONOMY OF COGNITIVE DOMAIN
ApplyingoCan pupils use their knowledge
& understanding in a new
concept.
BLOOMS TAXONOMY OF COGNITIVE DOMAIN
Analyzing- examine distinction/
connection between ideas
is about breaking materials into
parts interrelated to each other or to an
overall structure or purpose.
BLOOMS TAXONOMY OF COGNITIVE DOMAIN
AnalyzingoCan pupils distinguish between
the different parts an understand
how they are connected?
BLOOMS TAXONOMY OF COGNITIVE DOMAIN
Evaluating- defend & explain a stand or
decision
is about making judgement based
on criteria and standards through
checking and critiquing.
BLOOMS TAXONOMY OF COGNITIVE DOMAIN
EvaluatingoCan pupils justify a stand or
decision, explain which options
are better than the other and
why?
BLOOMS TAXONOMY OF COGNITIVE DOMAIN
Creating- generate original work
is about putting elements into a
new structure or pattern by planning or
producing.
BLOOMS TAXONOMY OF COGNITIVE DOMAIN
CreatingoCan pupils build on the lower
order skills to create a new
product or ideas that are useful?