ISSN 2688-7207
Vol. 6, Issue 3, 2025October 31, 2025 CDT
The Art and Science of Item Writing: A Review of Established Guidelines for Multiple-Choice Questions
The Art and Science of Item Writing: A Review of Established Guidelines for Multiple-Choice Questions
René Schmauder, Ph.D., Kimberly Daugherty, Ph.D., Michael Rudolph, Ph.D., Bryant Hutson, Ph.D., Kelly McCarthy, Ph.D., Sarah McCauley, M.A., Dina Eagle, M.A.,
multiple-choice questionsassessment designhigher-order cognitive skillsitem-writing guidelineseducational measurement
Articles in Vol. 6, Issue 3, 2025
Vol. 6, Issue 3, 2025
- Note From the EditorsFiorella PenalozaKimberely Nettleton
- Diversity, Inclusion, and Equity in Student Learning Outcomes Assessment: A National Survey StudyKelly LongKatlynn FisherRachel Lathrop
- Transforming Undergraduate Research Experiences: A Five-Year Impact Study of a Quality Enhancement Plan at a Large Public UniversityBryant L. HutsonLaurie Buchanan
- A Practical Inquiry Guide for Outcome-Based Assessment: Supporting Assessment Professionals at Every Step of the CycleYi-Chin WuJulene L. JonesBeth K. JanetskiMary K. Thompson
- Creating an Empirically Derived Bloom’s Wheel for Use as a Tool of Institutional and Disciplinary AssessmentCoral BenderRebecca E. Gibbons
- The Ergonomics of Learning: A Proposed Update to Bloom's TaxonomyAndrew CurtisAmy Johansson
- Single-Subject Research Design: A Rigorous, Responsive, and Accessible Approach to Assessment and Evaluation in Higher EducationJordan SpencerChrista E. Winkler
- The Integration of Student Learning Outcome Assessment, Teaching, and LearningTeresa FlatebyYuerong Sweetland
- The Art and Science of Item Writing: A Review of Established Guidelines for Multiple-Choice QuestionsRené SchmauderKimberly DaughertyMichael RudolphBryant HutsonKelly McCarthySarah McCauleyDina Eagle
Schmauder, R., Daugherty, K., Rudolph, M., Hutson, B., McCarthy, K., McCauley, S., & Eagle, D. (2025). The Art and Science of Item Writing: A Review of Established Guidelines for Multiple-Choice Questions. Intersection: A Journal at the Intersection of Assessment and Learning, 6(3), 222–239. https://doi.org/10.61669/001c.146079