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Constructing multiple-choice items to measure higher-order thinking

Scully, Darina (2017) Constructing multiple-choice items to measure higher-order thinking. Practical Assessment, Research and Evaluation (PARE), 22 (1). pp. 1-13. ISSN 1531-7714

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.
Item Type:Article (Published)
Subjects:Social Sciences > Education
DCU Faculties and Centres:DCU Faculties and Schools > Institute of Education > School of Policy & Practice
Publisher:ScholarWorks@UMass Amherst and PARE
Official URL:http://dx.doi.org/10.7275/swgt-rj52
Copyright Information:2017 PACE. Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Open Access
Use License:This item is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 3.0 License. View License
ID Code:24450
Deposited On:12 May 2020 15:21 by Thomas Murtagh . Last Modified 16 Oct 2020 10:39

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