Thinking About Good Multiple-Choice Questions

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One of the ways learning objectives can be measured is through a knowledge-based or written test. “Although true-false tests are the easiest to construct, they provide that old 50 percent guessing opportunity, thus not truly testing against the objectives,” writes Toni DeTuncq, in the November Infoline , “Demystifying Measurement and Evaluation.”

One of the ways learning objectives can be measured is through a knowledge-based or written test. “Although true-false tests are the easiest to construct, they provide that old 50 percent guessing opportunity, thus not truly testing against the objectives,” writes Toni DeTuncq, in the November Infoline, “Demystifying Measurement and Evaluation.”

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Yet multiple-choice tests are more difficult and time-consuming to construct. Here are seven tips to help you develop effective multiple-choice questions.

Yet multiple-choice tests are more difficult and time-consuming to construct. Here are seven tips to help you develop effective multiple-choice questions.

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  When possible, state the stem as a direct question rather than as an incomplete statement.

  When possible, state the stem as a direct question rather than as an incomplete statement.

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  Make sure alternatives are mutually exclusive.

  Make sure alternatives are mutually exclusive.

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  Present choices in some logical order, for example chronological, most to least, or alphabetical.

  Present choices in some logical order, for example chronological, most to least, or alphabetical.

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  Create one correct or best response for each item.

  Create one correct or best response for each item.

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  Strive for at least four alternatives for each item to lower the chance of the test-taker guessing the correct answer.

  Strive for at least four alternatives for each item to lower the chance of the test-taker guessing the correct answer.

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  Avoid answers to one item that may help test-takers figure out the correct answer to another item.

  Avoid answers to one item that may help test-takers figure out the correct answer to another item.

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  Avoid the use of “All of the above.”

  Avoid the use of “All of the above.”

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These tips were adapted from the November 2012 Infoline, “Demystifying Measurement and Evaluation,” available at http://www.astd.org/infoline .

These tips were adapted from the November 2012 Infoline, “Demystifying Measurement and Evaluation,” available at http://www.astd.org/infoline.