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⦁ $_{Make each item independent of every other item in the test. Do not permit one question to reveal, or }$ depend on, the correct answer to another question. 

⦁ $_{Design questions that call for essential knowledge rather than for abstract background knowledge or }$ unimportant facts. 

⦁ $_{State each question in language appropriate to the learners. }$ 

⦁ $_{Include sketches, diagrams, or pictures when they can present a situation more vividly than words. They }$ generally speed the testing process, add interest, and help to avoid reading difficulties and technical language. 

⦁ $_{When a negative is used, emphasize the negative word or phrase by underlining, bold facing, italicizing, or }$ printing in a different color. 

⦁ $_{Avoid questions containing double negatives, which invariably cause confusion. }$ 

⦁ $_{Avoid trick questions, unimportant details, ambiguities, and leading questions that confuse and antagonize }$ the learner. If attention to detail is an objective, detailed construction of alternatives is preferable to trick questions. 

## Stems$_{ }$ 

When developing the stem of a multiple choice item, the following general principles should be utilized. [Figure B-3] 

⦁ $_{The stem should clearly present the central problem or idea. The function of the stem is to set the stage for }$ the alternatives that follow. 

⦁ $_{The stem should contain only material relevant to its solution, unless the selection of what is relevant is }$ part of the problem. 

⦁ $_{The stem should be worded in such a way that it does not give away the correct response. Avoid the use of }$ determiners, such as clue words or phrases. 

⦁ $_{Put everything that pertains to all alternatives in the stem of the item. This helps to avoid repetitious }$ alternatives and saves time. 

⦁ $_{Generally avoid using “a” or “an” at the end of the stem. They may give away the correct choice. Every}$$_{ }$ alternative should grammatically fit with the stem of the item. 

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