PREPARATION OF BIOLOGY MULTIPLE CHOICE EXAMINATION QUESTIONS ( BIOLOGY P. 1 ) - CPD

MEETING 22ND APRIL, 2009.

IAN CHIRAMBO, BSc.Ed, MBA.Ed (Reading Stg 3)

SENIOR BIOLOGY CONSULTANT (EXAMINER)

TICH EDUCATIONAL CONSULT

Preparing Multiple choice questions Biology Paper 1.

To write good multiple choice examination question one needs the following Instruments:

1. Cognitive domain

2. Biology syllabus

3. Test specification Table

4. Rules for writing multiple choice questions

COGNITIVE DOMAIN

• The six levels of cognition are necessary for writing good examination questions.

• The six levels listed below are in increasing order of difficulty.

• The appropriate instructions used to reflect the different levels of cognition are also listed below:

Domain A 1. Knowledge

• The ability to recall previously learned facts.

Instruction

- Identify

- list

- name

- state

- define

- label

2. Comprehension( understanding)• The ability to understand previously learned

material, facts and figures.

Instruction:

- give examples

- describe

- estimate

- illustrate

- explain,

- summarize

Domain B3. Application

• The ability to apply acquired knowledge, understanding and skills to new situations or problems.

Instruction:

- apply, construct,

- prepare, relate,

- solve, calculate,

- demonstrate, predict

- show, use

4. Analysis

• The ability to identify and understand the components parts and structure of material.

Instruction:

- analyze

- determine

- differentiate

- distinguish

- outline

5. Synthesis

• The ability to use acquired knowledge, understanding and skills to develop new ideas, technique or solutions.

Instruction:

- compose

- design

- organize

- propose

- compile

- develop

6. Evaluation

• The ability to assess the value of material for a given purpose and to make appropriate decisions.

Instruction:

- compare

- contrast

- assess

- conclude

- evaluate

BIOLOGY SYLLABUS

• The syllabus is required for two purposes.

1. To guide setter of the assessment objectives

2. To guide setter of the scope of the topics

coverage.

ASSESSMENT OBJECTIVES

• Describes the knowledge, skills and abilities which learners are expected to demonstrate at the end of the course.

• They reflect those aspects of the aims which will be assessed.

• There are three assessment objectives listed in the syllabus but only two will be considered.

DOMAIN A. Knowledge and understanding

Learners SBAT demonstrate knowledge and understanding in relation to:

1. Facts, laws, definitions, concepts and theories relating to biological phenomena

2. Biological vocabulary, terminology, conventions, symbols, quantities and units.

3. Scientific instruments and apparatus used in biology, including techniques of operations and aspects of safety.

4. Scientific quantities and their determination

5. Biological and technological applications with their social, economic and environmental implications.

B. Handling information and solving problems

Using oral, written, symbol, graphical and numerical materials learners should be able to:

1. Locate, select, organize and present information from a variety of source.

2. Translate information from one form to another

3. Manipulate numerical and other data

4. Use information to identify patterns, report trends and draw inferences.

5. Present reasoned explanations for phenomena, patterns and relationships.

6. Make predictions and propose hypotheses

7. Solve problems

SCOPE OF TOPIC COVERAGEThe Biology syllabus contains 13 units.

Bigger units of the syllabus areas can be subdivided to give 16 units.

As seen in the Test Specification Table on slide 17.

Questions should come from all the units / subunits of the syllabus.

Without it, questions maybe prepared from one area of the syllabus.

Or questions maybe biased towards topics on animals only and / or plants only.

TEST SPECIFICATION TABLETOPIC K C AP AN SY EV TOTAL

Living organisms 3

Nutrition in Plants 3

Animal Nutrition 3

Transport in Plants 2

Transport in Animals 3

Respiration 3

Growth & Dev. in Animals 2

Growth & Dev. in Plants 2

Homeostasis / Excretion 2

Responses Plants / Animals 3

Locomotion 2

Reproduction in Plants 2

Reproduction in Animals 3

RULES FOR WRITING MULTIPLE-CHOICE QUESTIONS.

1. Use Plausible Distractors (wrong-response options)

- Only list plausible distractors, even if the

number of options per question changes.

- Write the options so that they are homogenous in content

- Use answers given in previous open-ended exams to provide realistic distractors.

2. Use a Question format

- Multiple-choice items should be prepared as questions, rather than incomplete statements.Examples;Incomplete statement Format;

- Photosynthesis is the …… less effective Direct Question Format;

- Which of the following statements correctlydefines photosynthesis?... More effective

3. Emphasize higher-level thinking.

- Use memory-plus application questions.

These questions require learners to recall principles, rules or facts in a life context.

- The key to preparing memory-plus applications is to place the concept in a life situation or context that requires the student to first recall the facts and then apply or transfer the application of those facts into a situation.

4. Keep option lengths similar

- Avoid making your correct answer the long or short answer.

5. Balance the placement of the correct answer

- Correct answers should not always be the second and third options and /or first and last all the time.

6. Be Grammatically correct

- Use simple, precise and unambiguous wording

- Learners will be more likely to select the correct answers by finding the grammatically correct option.

7. Avoid Clues to the correct Answer

- Avoid answering one question in the test by giving the answer somewhere else in the test

- Avoid extremes –never , always , only

- Avoid nonsense words and unreasonable statements.

8. Avoid Negative Questions

- Learners may be able to find an incorrect answer without knowing the correct answer.

9. Use only one correct potions

- The item should include one and only one correct or clearly best answer.

- With one correct answer, alternatives should be mutually exclusive and not overlapping.

- more than one right answer lowers discrimination between pupils.

10. Use only a single, clear-defined problem and include the main idea in the question.

- Pupils must know what the problem is without having to read the response options

11. Avoid the “ All the above “ option- Pupils merely need to recognize two correct

options to get the answer correct

12. Avoid the “ none of the above “ option- You will never know if pupils know the correct answer

N.B;

A well prepared paper should have question representation from all the six levels of the cognitive domain and all the units of the syllabus should be covered.

THANK YOU FOR YOUR ATTENTION