Mutiple-Choice Questions

Similarly, multiple-choice questions (MCQ) can be used to assess lower and higher levels of learning in a short period of time. The questions can be quickly or automatically scored (Worthen et al., 1999). However, writing good MCQ to assess higher order thinking can be difficult and time consuming, which is probably why they are often used to measure recall (Kubiszyn & Borich, 2003). However, critics would argue that MCQ are to test recognition, instead of recall, and are susceptible to student guessing. MCQ should not be used as the only way to assess student learning (Worthen et al., 1999). To build MCQ to assess higher learning, Kubiszyn and Borich (2003) suggest instructors to begin with writing learning objectives for higher learning. Then, create MCQ to match those objectives.  

The following are some guidelines to write good multiple-choice questions (Worthen et al., 1999).

  • Options should portray a single concept that appears plausible to students who have not mastered the material.
  • Most questions should have three to five options.
  • Words that need to be repeated in each option should be included in the question.
  • Use "none of" or "all of the above" sparingly.
  • Each question should ask about a clearly-defined, meaningful problem that is readily understood without having to read the options.
  • Each question should be precise, straightforward, and simple.
  • Blank space is usually placed at the end of the question.
  • The length of the correct answer is about the same as that of the distractors.
  • Arrange the correct answer and distractors in a random order.
  • Each question should have only one correct answer or best answer.

Practice

Are the following multiple-choice questions good or poor and why? (Flashcard)

 

Reference

  • Kubiszyn, T., & Borich, G. (2003). Educational testing and measurement: Classroom application and practice (7th ed.). New York, NY: John Wiley & Sons.
  • Worthen, B. R., White, K. R., Fan, X., & Sudweeks, R. R. (1999). Measurement and assessment in schools (2nd ed.). New York, NY: Addison Wesley Longman.