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Best Practice Tips for the Assessment of Learning of Undergraduate Nursing Students via Multiple-Choice Questions
1About the Author Catherine Wilson Cox, PhD, RN, CEN, CNE, is an associate professor, George Washington University School of Nursing, Ashburn, Virginia. For more information, contact her at catherinewcox@gwu.edu.
Aim:
This article explores the current literature regarding multiple-choice testing and presents best practice tips to incorporate when designing a multiple-choice test.
Background:
Multiple-choice testing is used extensively in undergraduate nursing programs as an evaluation tool, yet many nurse educators struggle with developing high quality multiple-choice tests. Flawed multiple-choice items disadvantage nursing students, conceivably resulting in failing tests they should have passed.
Method:
This integrative review included articles published in English from 2008 to 2017; the electronic databases explored were CINAHL, Scopus, ERIC, and Education Source; and 17 search terms were applied. Twenty-eight articles were included in the final sample.
Results:
The integrative review of the literature revealed 29 valuable tips, via four categories, for developing and using multiple-choice tests.
Conclusion:
New and seasoned educators will benefit from this refreshing update, armed with best practice tips to consider the next time a multiple-choice test is designed.
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