EXAMPLE: Using the FCDs in OP XXXX, match the circuit element listed
in column B to the signal it generates in (column A). Write the
letter representing your answer in the blank to the left of each
signal in column A. You may use a letter in column B once,
more than once, or not at all.
Test Item Construction
Use the following guidelines when constructing matching test items:
Clearly specify in the stem (directions) how the students are to match the question and the
Always place the questions in the left-hand column. Place answers in the right-hand
When feasible, use single words, numbers, codes, symbols, short phrases, and the like, in
the answer list.
Make all answers relate to the question. That helps to prevent elimination of unrelated
Specify in the directions how often students may use the answers.
When possible, arrange the answers according to some system (e.g., arrange numerical
answers in ascending or descending order).
Place options on the same page. Students should not have to turn back and forth for the
COMPLETION TEST ITEM DEVELOPMENT
The completion test item is a free response type of item in which the student must supply the
missing information from memory. You may make the completion item a listing test item in
which the student must supply the required list of part names, procedural steps, and so on, from
memory. An advantage of the completion item over the multiple-choice or the true-false types
is that it requires more than simple recognition of information. That eliminates the possibility
Completion items are easy to construct.
You will find them useful in situations in which