Create Better Multiple-Choice Questions
Developing defensible multiple-choice questions to accompany classroom, online, or blended instruction is a skill that must be mastered for successful assesment. This issue provides guidance for writing well-written multiple-choice questions, and tips on how to avoid the most common mistakes. You will learn how to build different types of multiple-choice questions; reduce or eliminate the common language problems that make multiple-choice questions confusing or ambiguous; match the level of each multiple-choice question to the level of the learning objective; test your questions before using them with learners; and use question statistics to improve your questions once they are in use.
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Full ProfilePatti Shank, PhD, CPT, is a learning designer and analyst at Learning Peaks, an internationally recognized consulting firm that provides learning and performance consulting. She is an often-requested speaker at training and instructional technology conferences, is quoted frequently in training publications, and is the co-author of Making Sense of Online Learning, editor of TheOnline Learning Idea Book, co-editor of The E-Learning Handbook, and co-author of Essential Articulate Studio ’09.
Patti was the research director for the eLearning Guild, an award-winning contributing editor forOnline Learning Magazine, and her articles are found in eLearning Guild publications, Adobe’s Resource Center, Magna Publication’s Online Classroom, and elsewhere.
Patti completed her PhD at the University of Colorado, Denver, and her interests include interaction design, tools and technologies for interaction, the pragmatics of real world instructional design, and instructional authoring. Her research on new online learners won an EDMEDIA (2002) best research paper award. She is passionate and outspoken about the results needed from instructional design and instruction and engaged in improving instructional design practices and instructional outcomes.
