Recomendaciones al hacer preguntas

Lea:

• How to create questions in Moodle - in the Open University site
• Creating Exams: Teaching Excellence & Educational Innovation - Carnegie Mellon University
• The Division of Instructional Innovation and Assessment, The University of Texas at Austin
  • The DO's and Dont's of writing Multiple Choice Questions (Word document). .
  • Writing effective and efficient exams.
  • Writing Good Multiple-Choice Exams (Dawn M. Zimmaro, 2010),

ASEGÚRESE DE QUE

• Comience a escribir las preguntas con mucha anticipación a la fecha del examen en el que se usarán, dando tiempo para revisarllas.
• Concuerden las preguntas con los resultados esperados, al nivel de dificultad apropiado, para proporcionar una medida válida de los objetivos instruccionales.
• Cada pregunta trate de un aspecto importante del área y no de un asunto trivial.
• El problema planteado sea claro y sin ambiguedades.
• Cada pregunta sea independiente de las demás preguntas (por ejemplo, una pista hacia una respuesta noo debería de estar inadvertidamente incrustada en otra pregunta)
• La pregunta tenga una respuesta mejor o correcta sobre la cual los expertos coincidan.
• No existan pistas no intencionales en la oración de la pregunta (por ejemplo, inconsistencias gramaticales como masculino/femenino o sigular/plural)
• Evitar duplicar el libro de texto en la pregunta, no haga citas textuales desde materiales de texto.
• No tiene preguntas capsiosas
• En un examen de logros (No pierda el tiempo demostrando que tan bien pueden los estudiantes interpretar sus intenciones "qué habrá querido decir el profesor en ....")
• En un examen con diferentes Tipos de preguntas (por ejemplo, de opción múltiple y de respuesta corta, agrupe todas las preguntas del mismo tipo juntas.
• Las preguntas están acomodadas de menor a mayor dificultad (si no hace aleatorización de preguntas dentro del examen)
• Las preguntas están suficientemente espaciadas para evitar el amontonamiento
• Los diagramas, cuadros y tablas están puestos antes de las preguntas que usarán esta información y no después de ellas.

Evaluación

Actividad: ¨Preguntas con opciones fijas Buenas/Pobres

Para cada pareja de preguntas, decida cual pregunta es mejor y porqué. Pregunta 1

1A. El uso promiscuo de aerosoles, aceites y antisépticos en la nariz durante los resfriados agudos es una práctica perniciosa porque puede tener un efecto dañino sobre :

• los senos
• eritrocitos
• leucocitos
• el nervio olfatorio

1B. El uso frecuente de aerosoles, aceites y antisépticos en la nariz durante un fuerte resfriado podría resultar en :

• que la infección se extienda a los senos
• daño al nervio olfatorio
• destrucción de leucocitos
• destrucción de eritrocitos
• congestión de la membrana mucos nasal

Pregunta 2

2A. In 1965, the death rate from accidents of all types per 100,000 population in the 15-24 age group was:

   59.0
   59.1
   59.2
   59.3

2B. In 1965, the leading cause of death per 100,000 population in the 15-24 age group was from:

   respiratory disease
   cancer
   accidents
   rheumatic heart disease

Question 3

3A. About how many calories are recommended daily for a 14-year old who is 62 in. tall, weighs 103 lbs., and is moderately active?

   1,500
   2,000
   2,500
   3,000

3B. About how many calories are recommended daily for a 14-year old who is 62 in. tall, weighs 103 lbs., and is moderately active?

   0
   2,000
   2,500
   3,000

Question 4

4A. Which of the following is a category in the taxonomy of the cognitive domain?

   Reasoning ability
   Critical thinking
   Rote learning
   All of the above
   None of the above

4B. What is the most complex level in the taxonomy of the cognitive domain?

   Knowledge
   Synthesis
   Evaluation
   Analysis
   Comprehension

Question 5 5A. True False

According to your textbook, alcoholism is a disease. 5B. True False Alcoholism is a disease. Question 6 6A. True False

Tuberculosis is not a noncommunicable disease. 6B. True False Tuberculosis is a communicable disease. Question 7 7A. True False

The true false question is also called an alternative response question. 7B. True False The true false question, which is favored by all test experts, is also called an alternative-response question. Question 8 8A. True False

Guessing on an exam is never a good idea. 8B. True False You should guess on an exam when you can eliminate at least some of the incorrect answers. Question 9

9A. In terms of type of response, the (matching) question is most like the (multiple-choice) question.

9B. In terms of type of responses, which question is most like the matching question? (multiple-choice) Question 10

10A. When an exam is lengthened, reliability is likely to (increase).

10B. (Reliability) is likely to increase when an exam is lengthened. Question 11

11A. The supply type question used to measure the ability to organize and integrate material is called an (essay question).

11B. Supply-type questions used to measure the ability to organize and integrate material are called (essay questions).

RESPUESTAS

Respuesta: Preguntas de opción-fija Buenas/Pobres Pregunta 1

1A. El uso promiscuo de aerosoles, aceites y antisépticos en la nariz durante los resfriados agudos es una práctica perniciosa porque puede tener un efecto dañino sobre :

• los senos
• eritrocitos
• leucocitos
• el nervio olfatorio

1B. El uso frecuente de aerosoles, aceites y antisépticos en la nariz durante un fuerte resfriado podría resultar en :

• que la infección se extienda a los senos
• daño al nervio olfatorio
• destrucción de leucocitos
• destrucción de eritrocitos
• congestión de la membrana mucos nasal

1B es la mejor pregunta. 1A tiene muchas palabras y usa vocabulario que puede ser desconocido para muchos estudiantes. La 1B no solamente pregunta cual es la parte del cuerpo afectada (los senos), sino que también pregunta cual es el resultado (se extiende la infección).

Pregunta 2

2A. In 1965, the death rate from accidents of all types per 100,000 population in the 15-24 age group was:

   59.0
   59.1
   59.2
   59.3

2B. In 1965, the leading cause of death per 100,000 population in the 15-24 age group was from:

   respiratory disease
   cancer
   accidents
   rheumatic heart disease

2B is the better question. The difference between the options in 2A is trivial. Also, 2A asks for memorization of factual information. Question 3

3A. About how many calories are recommended daily for a 14-year old who is 62 in. tall, weighs 103 lbs., and is moderately active?

   1,500
   2,000
   2,500
   3,000

3B. About how many calories are recommended daily for a 14-year old who is 62 in. tall, weighs 103 lbs., and is moderately active?

   0
   2,000
   2,500
   3,000

3A is the better question. 3B contains a distractor that is not plausible (0 calories). Question 4

4A. Which of the following is a category in the taxonomy of the cognitive domain?

   Reasoning ability
   Critical thinking
   Rote learning
   All of the above
   None of the above

4B. What is the most complex level in the taxonomy of the cognitive domain?

   Knowledge
   Synthesis
   Evaluation
   Analysis
   Comprehension

4B is the better question. 4A asks for simple identification of a category, whereas 4B asks for differentiation between the levels. 4A also contains “all of the above” and “none of the above” as option choices, which should be avoided, if possible. Question 5 5A. True False

According to your textbook, alcoholism is a disease. 5B. True False Alcoholism is a disease.

5A is the better question. 5A sites the source of the information, whereas 5B can be construed as an opinion question. Question 6 6A. True False

Tuberculosis is not a noncommunicable disease. 6B. True False Tuberculosis is a communicable disease.

6B is the better question. 6A contains a double negative (not and non) which is confusing language. Question 7 7A. True False

The true false question is also called an alternative response question. 7B. True False The true false question, which is favored by all test experts, is also called an alternative-response question.

7A is the better question. 7B is a double-barreled question in that contains two separate ideas (Is the true false question favored by all experts? Is the true false questions also called an alternative response question?). Question 8 8A. True False

Guessing on an exam is never a good idea. 8B. True False You should guess on an exam when you can eliminate at least some of the incorrect answers.

8B is the better question. 8A uses “never” in the question, a practice which should be avoided. Question 9

9A. In terms of type of response, the (matching) question is most like the (multiple-choice) question.

9B. In terms of type of responses, which question is most like the matching question? (multiple-choice)

9B is the better question. 9A has two blanks, which can be confusing for students. Question 10

10A. When an exam is lengthened, reliability is likely to (increase).

10B. (Reliability) is likely to increase when an exam is lengthened.

10A is the better question. 10B has the blank at the end of the question which is a clearer way to write the question. The blank at the beginning of the question in 10A can be confusing. Question 11

11A. The supply type question used to measure the ability to organize and integrate material is called an (essay question).

11B. Supply-type questions used to measure the ability to organize and integrate material are called (essay questions).

11B is the better question. 11A cues students to the answer by using an in front of the answer blank, indicating that the question starts with a vowel.