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 Creating objective test questions Creating objective test questions – such as multiple-choice questions – can be difficult, but here are some general rules to remember that complement the strategies in the previous section. Write objective test questions so that there is one and only one BrainDumps Certification best answer. Word questions clearly and simply, avoiding double negatives, idiomatic language, and absolutes such as “never” or “always.” Test only a single idea in each item. Make sure wrong answers (distractors) are plausible. Incorporate common student errors as distractors. Make sure the position of the correct answer (e.g., A, B, C, D) varies randomly from item to item. Include from three to five options for each item. Make sure the length of response items is roughly the same for each question. 

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Keep the length of response items short. Make sure there are no grammatical clues to the correct answer (e.g., the use of “a” or “an” can tip the test-taker off to an answer beginning with a vowel or consonant). Format the exam so that response options are indented and in column form. In multiple choice questions, use positive phrasing in the stem, avoiding words like “not” and “except.” If this is unavoidable, highlight the negative words (e.g., “Which of the following is NOT an example of…?”). Avoid BrainDumps Certification overlapping alternatives. Avoid using “All of the above” and “None of the above” in responses. (In the case of “All of the above,” students only need to know that two of the options are correct to answer the question. Conversely, students only need to eliminate one response to eliminate “All of the above” as an answer. Similarly, when “None of the above” is used as the correct answer choice, it tests students’ ability to detect incorrect answers, but not whether they know the correct answer.) 

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Plans for next year’s A-level and GCSE cohorts (Students in England to get notice of topics after Covid disruption, 3 December). They do nothing to address the fundamental weakness in our education system, which is the underachievement of disadvantaged pupils compared with those from advantaged backgrounds. The pandemic has widened the differences between the two groups. Pupils in private schools have much better distance-learning provision if they are unable to attend. Advantaged pupils in state schools have access to computers and broadband and to places where they can study at home. The government’s promise to ensure all pupils have access to distance learning is another broken one.

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