Introduction
Multiple choice questions require students to identify right answers from among a set of possible options presented to them. Each multiple-choice item consists of a problem, known as the stem, and a list of suggested solutions, known as alternatives. The alternatives consist of one correct or best alternative, which is the answer, and incorrect or inferior alternatives, known as distractors.
The advantages of multiple-choice questions are that they are easy and reliable to grade, can be used for quick, formative assessment, and are flexible, allowing for testing on a broad range of topics. A disadvantage of multiple-choice questions is that unprepared students can potentially guess and receive credit because the correct answer is selected from options, not necessarily from recall. Additionally, multiple choice questions can disadvantage students with reading or English-language difficulties.
Although multiple choice questions most often are used to test recognition of material, they can also be used to test conceptual knowledge and problem-solving. Bloom’s Taxonomy can be used as a guide to develop multiple choice questions that assess different levels of cognition: Remember, Understand, Apply, Analyze, Evaluate, and Create. Vanderbilt University’s Center for Teaching and Learning suggests the following ways to generate questions that test higher order thinking:
- Use a stem that presents a problem that requires application of course principles, analysis of a problem, or evaluation of alternatives.
- Design problems that that require knowledge of more than one fact in order to apply concepts to a problem.
- Include alternatives that require a high level of discrimination.
Additionally, Yale University’s Poorvu Center for Teaching and Learning recommends the following:
- Providing opportunities for students to practice taking multiple choice questions before exams. Answering low-stake multiple choice questions in class allows students to practice material as they prepare for a test. Students can use practice results to modify their study habits. Instructors also can encourage students to take related practice multiple choice questions outside of class while studying for tests.
- Analyzing test results to determine which questions do not perform well. This may involve calculating two common reliability tests: item difficulty and item discrimination.
- Considering accessibility concerns and providing policies to support students who may need more time during testing.
Tips for Creating Multiple Choice Items
General Suggestions
- Relate questions to course’s student learning objectives and class activities.
- Ask questions about important concepts that student should have learned in the course.
- Write the prompt first, then the correct answer, then the distractors (incorrect options).
- Keep specific content of items independent of one another, so they do not overlap.
- Minimize the amount of reading required for each item.
- Use vocabulary consistent with student level of understanding.
- Make sure the length of the test fits with the time students have been given for taking the test.
- Instruct students to select the best answer, rather than the right answer.
Tips for Writing Multiple-Choice Item Stems
- Use a single, clearly stated problem or question in each item.
- Describe the problem fully, including all relevant information.
- Avoid irrelevant information and unnecessary complexity.
- State the stem as a question or as a complete statement (not an incomplete statement).
- Include a verb that indicates what the student is to do(e.g., identify the best answer).
- Make sure that grammatical clues are not provided within the stem that would help students to guess the correct answer (e.g., the use of a or an or singular or plural verbs or nouns).
- Avoid negatives and double negatives.
- Avoid idioms.
- Avoid questions of the form “Which of the following statements is correct?”
- Avoid using word absolutes such as always, never, all, or none.
Tips for Writing Multiple-Choice Answer Options
- Include a total of 3 to 5 options.
- Make sure there is only one best option.
- Make options similar in grammar, length, complexity, and style.
- Make sure the options follow the stem in a grammatically correct manner.
- Write the correct and incorrect options in a parallel style.
- Make all options plausible.
- Make options clear and concise (not wordy).
- Avoid options such as “all of the above” or “both A and B.”
- Avoid options such as “none of the above.”
- Vary the positions of the correct options.
- Make options mutually exclusive, not overlapping.
- Don’t create trick questions by making the distractors too similar to the correct answer.
- Present alternatives in logical order (e.g., alphabetical or numerical).
- Us letter, preferably capitals, rather than numbering the options.
Canvas Quiz Analysis Measurements
According to the University of Michigan LSA Technology Services, “One of the benefits of multiple-choice questions is that they can easily provide useful data when given in Canvas. Canvas Quiz statistics provides data and visualizations that can be used to reflect on and refine future quizzes and quiz questions, including the highest and lowest quiz scores, the average amount of time spent in a quiz, and the distribution of student responses.” The analyses available include the discrimination index, reliability calculations, and the difficulty index for each item. However, it is important to note that item analysis will not function properly if the test in question if derived from randomly selected bank items.
Sources
Yale University Poorvu Center for Teaching and Learning
Designing Quality Multiple Choice Questions
Vanderbilt University Center for Teaching
Writing Good Multiple Choice Test Questions
University of Michigan LSA Technology Services
A Refresh on Writing Quality Multiple Choice Questions
University of Texas/Austin Center for Teaching and Learning
Writing Multiple Choice Questions
University of Connecticut Center for Excellence in Teaching and Learning
Developing Multiple Choice Questions
University of Manitoba Center for the Advancement of Teaching and Learning
Creating multiple choice questions