1. Muhammad Riaz Anjum Nasir Mahmood Irum Bajwa Muhammad Riaz Anjum Nasir Mahmood Irum Bajwa

3. 6 HISTORY OF MULTIPLE CHOICE ITEMS - Multiple choice items/ questions have attained the status of main testing format at global level - A form of assessment where respondents are asked to select one choice - Used in educational testing, - Frederick J. Kelly used it in 1915 for educational assessment in Kansas School - Used to judge IQ of Military recruits during WW-1

4. 7 ANATOMY OF A MULTIPLE-CHOICE ITEM A standard multiple-choice test item consists of two basic parts: A problem (stem) - in the form of either a question or an incomplete statement A list of suggested solutions (alternatives) - contains one correct or best alternative (answer) and a number of incorrect or inferior alternatives (distractors). The distracters must appear as implausible solutions for those students who have achieved the objective The answer should appear plausible to these students

5. 8 Multiple-Choice Item Consists of a stem and some options Always measure factual details All options have relevance to the stem All options have relevance to the stem The Components of a Multiple-Choice Item are Stem and several foils Correct answer and several foils Stem, A correct answer

6. 9 MULTIPLE-CHOICE TESTS A multiple-choice test usually has dozens of questions or "items." For each question, the test- taker is supposed to select the "best" choice among a set of four or five options. (They are sometime called "selected- response tests.") For example: What causes night and day? A)The earth spins on its axis. B)The earth moves around the sun. C)Clouds block out the sun's light. D)The earth moves into and out of the sun's shadow. The "wanted" answer is "A." The other answer options are called "distractors."

7. Strengths of MCQ. 1. It offers more flexibility for assessing a diversity of content than can be garnered from other forms of assessment. 2. It allows for a precise interpretation for content validity. 3. Purely objective in scoring and testing. 4. Easy to conduct and respond for both, students and the teacher. 5. Student success does not depend on his/her writing skills. 6. Results can easily be compiled and analyzed to determine: patterns of student learning outcomes, level of difficulty of questions, usefulness of questions, follow-up action required. 7. Can be used in all subject areas.

8. Limitations of MCQ.  It inhibits students from expressing creativity or demonstrating original and imaginative thinking.  Question design is restrictive, forcing students to fit their understanding into the designer’s way of understanding a concept.  Success of question depends on suitability of distracters.  Longer reading time required and students with poor reading skills may have disadvantage, especially under time limit.  Some students may guess answers without understanding them.

9. Examples of forms of MCQs 1.Correct answer Example: What did inner voice whisper to Rahila? A)All is not Lost B) It’s a lost battle C) Try once for her D) Are you looking for your patient 2. Incomplete statement Example: An emotion can best be described briefly as A. a feeling of insecurity. B. an attitude of aggression. C. a stirred-up state of the organism.* D. an elated state of the organism.

10. Examples of forms of MCQs 3. Combined response Example: Which of the following capacitors are suitable for use in a high frequency circuit? (1) air capacitor,(2) mica capacitor, (3) ceramic capacitors(4) electrolytic capacitor. A. (1), (2) and (3). B. (1), (2) and (4). C. (1), (3) and (4). D. (2), (3) and (4).

11. Examples of forms of MCQs 4. ‘Best answer’ Example: Which type of pollution is the biggest cause of nuisance? A) Noise PollutionB) Air Pollution C) water PollutionD) Soil Pollution

12. General rules for constructing MCQs Each question should be designed to assess an important learning outcome Present a single clearly formulated problem in the stem State the stem in simple and clear language Place brief and clear wording as possible in the stem Whenever possible, state the stem in positive form Make sure that the intended answer is correct or the most appropriate

13. General rules for constructing MCQs Check all alternatives are grammatically consistent with the stem and parallel in form Avoid verbal clues Make the distractors plausible and attractive Vary the relative length of the correct answer to eliminate length as a clue Avoid using the alternative ‘all of the above’ and use ‘none of the above’ with extreme caution

14. Task – 1 (GROUP ACTIVITY) Instructions  Settle in the group of 2  Critically analyze the SSC – II Q paper  Point out flaws as discussed earlier

15. Task – 2 GROUP ACTIVITY Instructions  Settle in the group of 2  Select lesson # as per your group #  Develop at least 5 questions on the given three cognitive levels  Do mention paragraph #  Do remember to give your particulars at the given column on activity sheet

16. Task – GROUP ACTIVITY LESSON TITLE COGNITIVE LEVEL KNOWLEDGEUNDERSTANDINGAPPLICATION 1 2 3 4