Multiple-choice questions
Multiple-choice questions are a method of assessment that asks students to select one choice from a given list. They typically have three parts: a stem, the correct answer – called the key, and several wrong answers, called distractors. Multiple-choice questions are most widely used for measuring knowledge, comprehension, and application of learning outcomes.
There are a number of different ways multiple-choice questions can be presented. The classic approach is the simple stem question or completion format followed by options. Two other approaches to presenting multiple-choice questions are the:
Strengths
- Highly structured.
- Good at measuring student achievement
- Incorrect alternatives provide diagnostic information.
- Scores are less influenced by guessing than true-false questions.
- Scores are more reliable than open-ended questions (e.g., essays).
- Scoring is easy and reliable.
- Question analysis can reveal how difficult each question was and how well it discriminated between the strong and weaker students in the class
- Performance can be compared from class to class and year to year
- Can cover a lot of material very efficiently
- Avoids the absolute judgments found in True-False tests.
Limitations
- Constructing good questions is time consuming.
- Difficult to find plausible distractors.
- Ineffective for measuring some types of problem solving.
- Scores can be influenced by reading ability.
- Difficult to determine why individual students selected incorrect responses.
- Often fails to test higher levels of cognitive thinking.
- Does not provide a measure of writing ability.
- May encourage guessing.
Learn more about
Guidelines for writing multiple
choice questions
Examples of good and
poor multiple choice questions
Example multiple choice
questions using Bloom's Taxonomy
Additional information
Allen, T. (1998). The taxonomy of educational objectives. Retrieved July 21, 2006 from the Humboldt State University Web site: http://www.humboldt.edu/~tha1/bloomtax.html
Bixler, B. (2002). Writing educational goals and objectives. Retrieved July 21, 2006 from the Pennsylvania State University Web site: http://www.personal.psu.edu/staff/b/x/bxb11/Objectives/
Bloom, B.S. (1956). Taxonomy of educational objectives, Vol. 1. New York: McKay.
Bloom’s taxonomy. (2003). Retrieved July 21, 2006 from the University of Victoria Counseling Services Web site: http://www.coun.uvic.ca/learn/program/hndouts/bloom.html
Carneson, J., Delpierre, G., & Masters, K. (n.d.). Designing and managing multiple-choice questions: Appendix B, designing MCQs – do’s and don’ts. Retrieved July 21, 2006 from the University of Cape Town Web site: http://www.uct.ac.za/projects/cbe/mcqman/mcqappb.html
Clark, D. (2002). Learning domains or Bloom’s taxonomy. Retrieved July 21, 2006 from http://www.nwlink.com/~donclark/hrd/bloom.html
DeVellis, R. F. (1991). Scale development: Theory and applications. Newbury Park: Sage Publications.
Dewey, R. A. (1998, January 20). Writing multiple-choice items which require comprehension. Retrieved July 21, 2006 from http://www.psywww.com/selfquiz/aboutq.htm
Donovan, M. P., & Allen, R.D. (n.d.). Analytical problems in biology. Morgantown, West Virginia: Alpha Editions.
Gronlund, N. E. (1998). Assessment of student achievement. Boston: Allyn and Bacon.
Haladyna. T. M. (1999). Developing and validating multiple-choice test items, 2 nd ed. Mahwah, NJ: Lawrence Erlbaum Associates.
Haladyna, T. M. (1994). Developing and validating multiple-choice test items, 1 st ed . Hillsdale, NJ: Lawrence Erlbaum Associates.
Haladyna, T. M. (1989). Taxonomy of multiple-choice item-writing rules. Applied Measurement in Education , 2 (1), 37-50.
Hellyer, S. (n.d.). A teaching handbook for university faculty. Chapter 9: Multiple-choice exams. Retrieved October 1, 1998 from Indiana University Purdue University at Indianapolis Web site: http://www.iupui.edu/~profdev/handbook/chap9.html.
Huitt, W. (2000). Bloom et al.’s taxonomy of the cognitive domain. Retrieved July 21, 2006 from Valdosta State University Educational Psychology Web site: http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html
Krumme, G. (2001). Major categories on the taxonomy of educational objectives. Retrieved July 21, 2006 from the University of Washington Web site: http://faculty.washington.edu/krumme/guides/bloom.html
Office of Family Policy Compliance, Family Education Rights and Privacy Act (FERPA). Retrieved August 10, 2006 from http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html
Sevenair, J. P., & Burkett, A. R. (1997). Overview of the multiple-choice format. Retrieved July 21, 2006 from the Xaviar University of Louisiana Web site: http://webusers.xula.edu/jsevenai/objective/overview.html
Terry, T.M. (1980). The narrative exam – an approach to creative organization of multiple-choice tests. Journal of College Science Teaching, 9 (3), 156-158.
Writing educational goals and objectives. (2001). Retrieved July 21, 2006 from the University of Mississippi School of Pharmacy Bureau of Pharmaceutical Services Web site: http://www.pharmd.org/thebureau/N.htm
Writing multiple-choice questions that demand critical thinking. (2002). Retrieved July 21, 2006 from the University of Oregon Teaching Effectiveness Program Web site: http://tep.uoregon.edu/resources/assessment/multiplechoicequestions/mc4critthink.html
