AlternateChoice Items

1
Alternate-Choice Items

• Chapter 9

2
Four Skills to Learn From Ch 9

• Identify variations of alternate-choice items
• Identify the advantages and limitations of
  alternate-choice items
• Identify qualities desired in alternate-choice
  items
• Review alternate-choice items for these desired
  qualities

3
Comment on the following statements

• An alternate-choice item is very similar to
  multiple-choice item.
• AC items cant measure procedural knowledge.
• AC items wont work well with younger students.
• AC items are not limited to True or False
  questions.

4
Variations of Alternate-Choice Items

• Traditional True-False Items
• True-false Items Requiring Corrections
• What problems might arise when students are asked
  to correct true-false items?

5
Variations of Alternate-Choice Items

• 3. Embedded Alternate-Choice Items
• Can a single AC item be called as an embedded
  item?
• Multiple True-False Items
• What is the difference between a regular
  multiple-choice item and a multiple true-false
  item?

6
Variations of Alternate-Choice Items

• Sequential True-false Items
• How could you define sequential true-false items
  as AC items not MC items?
• Focused Alternate-Choice Items
• What is special about thisAC item?

7
Advantages of AC Items

• AC items allow a more adequate sampling of
  content.
• AC items are relatively easy to construct.
• Responses to AC items can be effectively scored.
• Responses to MC items are objectively scored

8
Limitations of AC Items

• AC items are susceptible to guessing.
• AC items can be used only when dichotomous
  answers represent sufficient response options.
• Can anyone explain this limitation?
• 3. MC items usually must indirectly measure
  targeted behaviors.
• Can anyone explain this limitation?

9
Identifying Qualities Desired in AC Items

• Does this item measure the specific skill?
• Lets evaluate the following AC item
• Performance objective
• Concept identify whether or not a word is a
  noun.
• A noun can be used as the subjective within a
  sentence. T F

10
Identifying Qualities Desired in AC Items

• 2. Is the level of reading skill required by this
  item below the students ability?
• 3. Is one of the two response options
  unequivocally correct?
• Comment on this
• Performance objective
• Concept identify whether or not a word is a
  noun.
• The word fire is a noun. T F

9.1 Apply What You Are Learning (page 109)
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Identifying Qualities Desired in AC Items

• 4. Does the item present a single proposition?
• 9.2 Apply What You Are Learning (page 110)
• 5. Is the item stated as simply as possible?
• What do you think of this statement
• If the time between lighting and thunder is 3
  seconds, the lightning strike was not as far away
  as one mile.

12
Identifying Qualities Desired in AC Items

• 6. Are adjectives or adverbs emphasized when they
  reverse or significantly alter the meaning of an
  item?
• When water changes from liquid to ice, its
  density does not decrease.
• Please rewrite the item by replacing the word
  not.

13
Identifying Qualities Desired in AC Items

• 7. Are adjectives and adverbs that imply an
  indefinite degree excluded?
• What cautions would give to your Cohort-I friends
  when they use a lot of frequent, often, and
  sometimes?

14
Identifying Qualities Desired in MC Items

• 8. Are adjectives and adverbs with absolute
  meanings avoided?
• Why do we need to avoid adjectives and adverbs
  with absolute meanings?

15
Identifying Qualities Desired in MC Items

• 9. Is the incorrect response plausible?
• What do you think of these two statements
• Boat float because they are made out of material
  weighs less than water.
• Diesel engine have spark plugs.

16
Practice Applying These Desired Qualities to AC
Items