Since working with students with emotional and behavioral disorders, I have come to realize that they frequently operate better with a multiple choice format. These students often have issues with honesty and frequently fail to properly identify the differences between true and false questioning. In my experience, they understand multiple options, better than just one or two. With that in mind, I decided to go with multiple choice formats for the majority of the test items. I made sure to avoid any grammatical clues in the questions, as well as confirming the absence of opinion. The content of the test items and objectives were valid because “the learning outcome and conditions speciļ¬ed in the test question matched” (Kubiszyn & Borich, 2010, p. 115).
Similarly, with the essay items that I created, I required that the students describe more than one outcome to each test question. Both essay items were restricted response questions, but gave the student the opportunity to cognitively display their knowledge of the subject, while still maintaining the need for certain objective information to be shared
References
Borich, G., Kubiszyn, T. (2010). Educational Testing and Measurement: Classroom Application and Practice 9e. [ebook version]. Pages 110-184.
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