Difference between revisions of "Writing Multiple Choice Questions"

Multiple choice questions are efficient and effective ways of assessing learning outcomes. They can be used as a main form of assessment at the end of the learning process (Summative Evaluation) or as regular assessment during the learning process in order to provide the learners with constant feedback and track their learning (Formative Evaluation).

Refined forms of multiple choice questions are: true/false, matching questions, and fill in the blank questions.

In principle a multiple choice question is a question that requires the learner to choose the correct answer from a set of options. However, formulated accordingly, a multiple choice question can assess high levels of cognitions, procedural level. This can be achieved through case studies. Thus if the case study (scenario) is strong enough one can ask several questions based on it.

They have a general structure containing the following elements:

• The stem, which is the problem;

• The alternatives, which are suggested solutions to the problem among which one is the correct or the best alternative (the answer) and the others are the incorrect or inferior alternatives (distractors).^[1]

See also: Assessment

Guidelines for constructing effective stem:

1. It should be meaningful and present a well-defined problem;

2. It should not enclose irrelevant material;

3. If negatively stated (although avoid that), the negative element has to be highlighted;

4. It should be either a question or a partial sentence.

5. It could be independent questions or based on case studies. In this way one can assess a higher level of cognition.

Guidelines for constructing effective alternatives:

1. They should be stated clearly and concisely;

2. They should not contain overlapping content;

3. They all should be homogeneous in content so they cannot provide cues to test takers;

4. They should not contain clues about the correct answer;

5. The forms “all of the above” and “none of the above” should not be used;

6. They should be presented in a logical order;