introduction

Multiple choice questions have become the mainstream question type in standardized exams since the 1920s, with advantages in testing and grading. This article will explore the principle framework of multiple-choice questions, evaluate the problems of multiple-choice questions in middle school English exams, and propose improvement suggestions, and discuss their application from the perspective of validity.

Several considerations on the applicability of multiple-choice questions in propositions

Explored four key issues that proposers should consider when designing multiple-choice questions. Firstly, multiple-choice questions have inherent flaws, such as guessing questions, but research has shown that candidates usually do not blindly guess. Secondly, there is the issue of construct validity in multiple-choice questions, where multiple-choice questions may not accurately measure a candidate's productive ability, but well-designed multiple-choice questions can test higher-order thinking skills. Thirdly, regarding the issue of the number of options, it is recommended to use three options because increasing the number of options has limited improvement in reliability and discrimination, and questions with three options are more time-saving. Finally, regarding the scope of application of multiple-choice questions, it is pointed out that multiple-choice questions may not be as effective as other types of questions in testing certain abilities, such as sorting questions or short answer questions in reading comprehension. However, multiple-choice questions have advantages in scoring, especially in testing the ability to summarize the general idea. In addition, the difficulty of multiple-choice questions is usually lower than that of question types that produce answers, and the construct validity of different question types needs further research.

Verified framework of multiple-choice proposition principles

Introduced a validated framework of multiple-choice question proposition principles, emphasizing the importance of the quality of question design in interpreting test scores and ensuring their validity. Haladyna u0026 Downing (1989a, 1989b) conducted extensive research on educational measurement textbooks and proposition principles. Subsequent studies were updated by Haladyna et al. (2002) and finally fully discussed by Haladyna u0026 Rodriguez (2013). Table 1 lists the proposition principles applicable to multiple-choice questions, including content, format, style, and question stem writing. In terms of content, it is necessary to follow a multidimensional detailed list planning, testing one content and one cognition for each question, avoiding the use of stale questions, and ensuring the independence of the question content. In terms of format, it is recommended to arrange the options vertically to avoid the psychological burden caused by dense horizontal arrangement. In terms of style, careful editing and proofreading are necessary to avoid language and standardization issues, and to control the reading volume of the questions. The writing of question stems should be clear, avoiding blank questions and negative input, and enhancing the interaction between candidates and test questions. The option writing has been clearly discussed.

Questions and Suggestions on the Design of Multiple Choice English Questions for the Middle School Entrance Examination

Based on the experience of evaluating middle school English test questions, this paper analyzes the problems in the design of middle school English multiple-choice questions and proposes improvement strategies. In terms of content selection, there is a problem of excessive testing content and overly broad testing content for a single question. It is recommended that proposition personnel scientifically plan multidimensional detailed lists and clarify testing objectives. In terms of style, the wording of the questions should avoid using language knowledge beyond the candidate's level, while reducing situational rendering to reduce the reading burden on the candidate. In terms of question stem writing, negative expressions should be avoided to reduce the cognitive burden on candidates, and multiple true and false questions can be considered instead. When writing options, attention should be paid to the uniqueness of the answers, avoiding overlap and leakage of answers between options, ensuring homogeneity of options, and improving the scientificity and validity of the questions. Through specific examples, the problem was demonstrated and corresponding improvement suggestions were provided.

conclusion

The validity of multiple-choice questions in explaining and applying high school English scores is crucial; Proposition makers should abandon the traditional approach of testing language knowledge at the single sentence level, and design well-designed multiple-choice questions to help regulate the difficulty of English in the middle school entrance examination; The advantages of the three options can be applied to the listening comprehension test of the middle school entrance examination, and some provinces may consider adopting them in reading comprehension; Saving space and time can be used to increase high-quality multiple-choice questions, improve content coverage and exam reliability; The proposer should refer to more language testing literature to hone their propositional skills; Proposition makers should recognize the negative feedback effects that multiple-choice questions may bring, guide teaching with good design, and leverage the role of multiple-choice questions in core competency testing.