Vydareny K H, Blane C E, Calhoun J G
Invest Radiol. 1986 Nov;21(11):871-6. doi: 10.1097/00004424-198611000-00008.
Objective evaluation of students frequently includes the utilization of multiple-choice test questions. Due to constraints on faculty time, however, the writing of these questions is usually completed quickly and somewhat haphazardly. The guidelines contained in this article were written to help radiologists produce better test questions for the purpose of improving the evaluation of clerkship students. The guidelines include choosing an item that is worth testing and has one definite answer, asking a single, clearly formulated question, avoiding true-false stems, being concise when writing the question, avoiding the use of negatives in the stem, avoiding using "all of the above" or "none of the above" as a response, avoiding subtle clues toward the keyed answer or away from the distractors, avoiding one-word definitions as responses, and placing the responses in logical or numerical order. A definition of terms used in the educational literature and a discussion of a quantitative evaluation of test questions are included.
对学生的客观评估通常包括使用多项选择题。然而，由于教师时间有限，这些问题的编写通常完成得很快且有些随意。本文中的指导方针旨在帮助放射科医生编写更好的测试问题，以改进对见习学生的评估。这些指导方针包括选择一个值得测试且有明确答案的题目，提出一个单一、表述清晰的问题，避免使用是非题题干，编写问题时要简洁，避免在题干中使用否定词，避免使用“以上全部”或“以上都不是”作为答案选项，避免给出指向正确答案或偏离干扰项的微妙线索，避免使用单字定义作为答案选项，并将答案选项按逻辑或数字顺序排列。文中还包括了教育文献中使用的术语定义以及对测试问题定量评估的讨论。
