Основні принципи розробки тестових завдань

Abstract

The article deals with the problems of writing and reviewing obj ective assessment tests. The author underlines that multiple-choice questions are the hardest type of obj ective questions to write for the teachers as they can be used to measure not only knowledge recall, but also higher order thinking. The experience of developing valid distractors is analyzed and general guidelines to follow in writing multiple-choice questions are submitted in the conclusions.