Constructing multiple-choice items to measure higher-order thinking

Abstract

Across education, certification and licensure, there are repeated calls for the development of assessments that target higher-order thinking, as opposed to mere recall of facts. A common assumption is that this necessitates the use of constructed response or essay-style test questions; however, empirical evidence suggests that this may not be the case. In this paper, it is argued that multiplechoice items have the capacity to assess certain higher-order skills. In addition, a series of practical recommendations for test developers seeking to purposefully construct such items is provided.