{"title":"写出有效的选择题","authors":"S. Finley","doi":"10.4337/9781788975087.00046","DOIUrl":null,"url":null,"abstract":"INTRODUCTION Multiple-choice questions are used commonly in online courses. They are versatile and efficient, and most course management systems provide a tool that automatically grades this type of question. Multiple-choice tests are reliable, and the higher number of questions a test has, the more reliable it is. For example, in a 25-question test, a student has a 1-out-of-942,651 chance of scoring 70% by guessing alone. These advantages are severely undermined, however, if the questions aren’t well written.","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"17 9 1","pages":""},"PeriodicalIF":1.4000,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Writing effective multiple choice questions\",\"authors\":\"S. Finley\",\"doi\":\"10.4337/9781788975087.00046\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"INTRODUCTION Multiple-choice questions are used commonly in online courses. They are versatile and efficient, and most course management systems provide a tool that automatically grades this type of question. Multiple-choice tests are reliable, and the higher number of questions a test has, the more reliable it is. For example, in a 25-question test, a student has a 1-out-of-942,651 chance of scoring 70% by guessing alone. These advantages are severely undermined, however, if the questions aren’t well written.\",\"PeriodicalId\":53784,\"journal\":{\"name\":\"Learning and Teaching in Higher Education-Gulf Perspectives\",\"volume\":\"17 9 1\",\"pages\":\"\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2019-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Teaching in Higher Education-Gulf Perspectives\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4337/9781788975087.00046\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Teaching in Higher Education-Gulf Perspectives","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4337/9781788975087.00046","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
INTRODUCTION Multiple-choice questions are used commonly in online courses. They are versatile and efficient, and most course management systems provide a tool that automatically grades this type of question. Multiple-choice tests are reliable, and the higher number of questions a test has, the more reliable it is. For example, in a 25-question test, a student has a 1-out-of-942,651 chance of scoring 70% by guessing alone. These advantages are severely undermined, however, if the questions aren’t well written.
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