Incorporate common student errors as distractors. Make sure the position of the correct answer (e.g., A, B, C, D) varies randomly from item to item. Include from Guide 2 Passing three to five options for each item. Make sure the length of response items is roughly the same for each question. Keep the length of response items short. Make sure there are no grammatical clues to the correct answer (e.g., the use of “a” or “an” can tip the test-taker off to an answer beginning with a vowel or consonant). Format the exam so that response options are indented and in column form. In multiple choice questions, use positive phrasing in the stem, avoiding words like “not” and “except.” If this is unavoidable, highlight the negative words (e.g., “Which of the following is NOT an example of…?”). Avoid overlapping alternatives. Avoid using “All of the above” and “None of the above” in responses. (In the case of “All of the above,” students only need to know that two of the options are correct to answer the question. Conversely, students only need to eliminate one response to eliminate “All of the above” as an answer. Similarly, when “None of the above” is used as the correct answer choice, it tests Exam Dumps students’ ability to detect incorrect answers, but not whether they know the correct answer.) plans for next year’s A-level and GCSE cohorts (Students in England to get notice of topics after Covid disruption, 3 December). They do nothing to address the fundamental weakness in our education system, which is the underachievement of disadvantaged pupils compared with those from advantaged backgrounds.

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