Practical Guidance for Writing Multiple-Choice Test Questions in Introductory Analytics Courses

Scott P. Stevens (), Susan W. Palocsay () and Luis J. Novoa ()
Additional contact information
Scott P. Stevens: Department of Computer Information Systems & Business Analytics, College of Business, James Madison University, Harrisonburg, Virginia 22807
Susan W. Palocsay: Department of Computer Information Systems & Business Analytics, College of Business, James Madison University, Harrisonburg, Virginia 22807
Luis J. Novoa: Department of Computer Information Systems & Business Analytics, College of Business, James Madison University, Harrisonburg, Virginia 22807

INFORMS Transactions on Education, 2023, vol. 24, issue 1, 51-69

Abstract: Test writing is a fundamental component of teaching. With increasing pressure to teach larger groups of students, conduct formal assessment of learning outcomes, and offer online and hybrid classes, there is a need for alternatives to constructed response problem-solving test questions. We believe that appropriate use of multiple-choice (MC) questions can alleviate some of these pressures. However, the results will only be acceptable to dedicated faculty if these questions are well written and effective in measuring student learning. In this article, we propose a structured framework consisting of six design principles that serve as a guide for writing MC items that promote higher-order thinking through the use of scenario-based and multistep problems. Then we demonstrate how to apply these principles to develop high-quality test questions in MC format for introductory analytics courses in statistics or operations research/management science.

Keywords: multiple-choice questions; assessment; developing analytic thinking; teaching management analytics; teaching statistics (search for similar items in EconPapers)
Date: 2023
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
http://dx.doi.org/10.1287/ited.2022.0274 (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:inm:orited:v:24:y:2023:i:1:p:51-69

Access Statistics for this article

More articles in INFORMS Transactions on Education from INFORMS Contact information at EDIRC.
Bibliographic data for series maintained by Chris Asher ().