Vol. 18, No. 1, 2018

Jasmina Jovanovska
St. Kliment Ohridski, Faculty of Pedagogy
Ss. Cyril and Methodius, University in Skopje, Macedonia
 

DESIGNING EFFECTIVE MULTIPLE-CHOICE QUESTIONS FOR ASSESSING LEARNING OUTCOMES

DOI 10.18485/infotheca.2018.18.1.2
UDC 371.275
Keywords: Multiple-choice question tests, levels of cognition, difficulty index, discrimination index
Abstract: Nowadays, multiple-choice question tests (MCQ tests) present a popular tool for assessing learning outcomes because they are flexible, relatively easy to implement and grade, and able to assess large content in a short time. More important is the fact that these questions are versatile and reliable, which increases their attractiveness. Additionally, the examiners can use question sets in their assessments that are already prepared for previous courses or are available online. On the other hand, many authors argue that MCQs are commonly used to assess cognitive skills on lower levels as defined by Bloom’s taxonomy. However, the comprehensive analyses confirm that this type of assessment tool has the capacity to evaluate certain higher-order thinking.
 

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