Writing Effective True-False Questions

From Developing and Using Tests Effectively by Jacobs and Chase 1992

Positives for Using True-False Questions:

1. True-false can sample many more bits of information in a given time period than any other type of test format.
2. The greater number of questions the higher the reliability of the test.
3. Research does indicate true-false testing is sufficiently reliable and valid for "periodic" use in classroom testing.

Negatives of True-False Questions:

1. It can be difficult to write true-false questions that avoid ambiguous statements without making the answer obvious.
2. Writing true or false statements that have no exceptions is problematic.
3. Guessing on the part of the student (50-50 chance).
4. Students can also make educated guesses increasing their odds beyond 50-50 but still not know the answer outright.

Writing True-False Questions:

1. Make it clear where the answers are to be placed and what sign (T or F) or word is to be used.
2. Avoid using a plus (+) and minus (-) sign as the minus can be made into a plus easily.
3. Avoid the use of specific determiners (all, never, always).
   1. These words are a sign of false answers.
4. Avoid the use of qualifying terms (sometimes, usually, typically).
   1. These words are a sign of true answers.
5. Avoid the use of indefinite terms denoting degree or amount (a long time ago, a very large part).
   1. These words are ambiguous and thus make the answer into a debate.
6. Don’t leave questions up to interpretation.
7. Develop approximately an equal number of true and false statements.
8. Do not consistently make true statements longer than false statements, or vice versa

Example:

• POORLY WRITTEN: 
  • In his study of AIDS, Dr. Wye found that many of those who contracted the HIV virus were exposed through the use of drug needles that had been used by an infected person.
  
  
  
• BETTER VERSION:  In his study of AIDS, Dr. Wye found that many (over 20 percent) …infected person.
• State the true-false statements as positive declarative sentences, stated as simply as possible.
• Assessing students’ knowledge is the goal, not their ability to interpret complex sentences

Use of Compound Sentences:

Compound sentences can be used by stating a condition first and then followed by an explanation.

Example:

• Because the combustion of gasoline creates gases that pollute the air, cars produce more pollutants at fifty miles per hour than at thirty miles per hour.
  • This form of question can test students at a higher level of thinking.

Using True-False to Ask Higher Level Thinking Questions:

Using propositional logic. Using the "if-then" approach.

Example:

Under the current money policy of the Federal Reserve Bank, the prime rate is .09 and the inflation rate is .04. The gross national product is down.03, and the unemployment rate is 7 percent. A slow down in the economy is taking place.

• True-False: If the Federal Reserve reduces the prime rate, the inflation rate is expected to rise.
• True-False: If the gross national product goes up and the other indicators stay the same, the Dow Jones average will probably respond by going up.

This type of questioning allows for writing several T-F questions related to the same situation or proposition.

Problem Solving Approach:

Example:

Last night John bought a used car. This morning it would not start. John begins to search for the possible causes of the car’s failure to start. Decide whether each statement is or is not a plausible reason for the car not starting.

• T-F: The carburetor may be malfunctioning.
• T-F: The exhaust manifold may be loose.
• T-F: The battery may be discharged.
• T-F: The car may be out of gasoline.

Use Multiple True-False Items:

Example:

The Boston Tea Party (1773) was:

• T-F: Actually carried out by Indians.
• T-F: Planned as a revolt against taxes.
• T-F: Occurred because the tea market in America was overstocked and prices were falling.

Additional Resource Links:

• Writing True-False Questions and Evaluating Responses (Alabama Professional Development Modules)
• Selecting Test Items (Virginia Polytechnic Institute and State University)
• True-False Test Items (Art Works)

---

Used with permission from the
The Center for Excellence in Teaching and Learning at Park University (http://www.park.edu/)

---

If you have any questions about online assessment, please feel free to contact John Crane (jcrane@uwf.edu, 473-7239).

Have a great day!

---