What question did this study set out to answer?

To review, synthesize, and validate a comprehensive taxonomy of multiple-choice item-writing guidelines for classroom and large-scale educational assessments.

July 1, 2002Applied Measurement in Education

A Review of Multiple-Choice Item-Writing Guidelines for Classroom Assessment

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Authors

THThomas M. HaladynaArizona State University SDSteven M. DowningUniversity of Ontario Institute of Technology MRMichael C. RodriguezUniversity of Minnesota

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Implication

Systematic review validates a 31-rule taxonomy for multiple-choice item writing across educational testing textbooks and empirical studies, highlighting best practices for classroom test design.

Key Points

To review, synthesize, and validate a comprehensive taxonomy of multiple-choice item-writing guidelines for classroom and large-scale educational assessments.
Analyzed recommendations and consensus across 27 textbooks focused on educational testing.
Synthesized empirical evidence from 27 research studies and reviews published since 1990.
Identified and logically validated a taxonomy containing 31 distinct multiple-choice item-writing guidelines.
Demonstrated practical alignment between textbook consensus and empirical research findings to guide classroom instructors and large-scale test developers.

Cite This Study

Haladyna et al. (2002) studied this question.

synapsesocial.com/papers/69d9dff70d540cafc5837d8d https://doi.org/10.1207/s15324818ame1503_5

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Implication

Systematic review validates a 31-rule taxonomy for multiple-choice item writing across educational testing textbooks and empirical studies, highlighting best practices for classroom test design.

A Review of Multiple-Choice Item-Writing Guidelines for Classroom Assessment

Discussion

Member takes

Implication

Key Points

Cite This Study

A Review of Multiple-Choice Item-Writing Guidelines for Classroom Assessment

Discussion

Member takes

Implication

Key Points

Cite This Study

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