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On this page:
- Introduction
- Parts of a Multiple Choice Question
- Do’s and Don’ts
- Do write a clear stem or question
- Do absorb repetitive words into the question
- Do exercise caution with “Which of the following” questions
- Do put the question at the beginning of the sentence
- Do ensure the grammar of the stem agrees with the choices
- Do order the distractors logically
- Don’t use “all of the above” or “none of the above” or “a and b…”
- Don’t use negatively stated items
- Don’t overlap the distractors
- Other Notes
- Review
Introduction
Well-written multiple choice questions may measure all levels of Bloom’s Cognitive Taxonomy but are primarily used at the knowledge and comprehension levels. Writing multiple choice questions at the higher levels of the cognitive domain, or for affective or psychomotor domains, is more difficult. Other evaluation methods may be better suited.
To be properly written, the student must be able to read the stem (see below) and answer the question without reading the choices. The stem must also be written to the learning outcome level. A multiple choice question must have at least three choices (one clear right answer, two distractors), but there is no need to have four or five.
A plausible distractor is one that a student with one or more misconceptions may reasonably be expected to choose. If a distractor is never chosen by a student it is not plausible. Thus distractors should be chosen by common mistakes made by students. The number of distractors can vary between questions since if there are no plausible distractors, adding a fourth which is not plausible does not increase the difficulty of the question.
Parts of a multiple choice question
| Stem: | What is the minimum size water supply pipe to a urinal flush tank? | ← The stem is often a question, but may be the first part of a statement. The important thing is that the student should be able to answer the question without looking at the choices |
|---|---|---|
| Choices: | a) 3/8” b) 1/2″ c) 3/4″ d) 1” |
← The choices will always consist of one, and only one, correct answer, and two or more distractors. The distractors are most effective when they are based on misconceptions that a student may have—that way, your corrections can include specific, targeted feedback. |
Note: In this example, the students can answer the question without looking at the distractors.
The following statements outline the important principles that one should consider when writing a multiple choice question. Each statement demonstrates a poorly written multiple choice question compared to a revised question meeting the multiple choice question requirements.
Do’s and Don’t’s
Do write a clear stem or question
The stem should be written so that a student should be able to cover up the choices, read the stem, and answer the question without reading the choices.
| Instead of… | Do this instead | Here’s why |
|---|---|---|
| Cyberbullying
a) involves acts that are usually known only to the cyberbully and his victim. |
What is the definition of cyberbullying?
a) involves acts that are usually known only to the cyberbully and his victim. |
A student should be able to cover up the choices, answer the question mentally, and then look for the answer among the choices. In the first example, it is impossible for the student to use this strategy. |
Do absorb repetitive words into the question
| Instead of… | Do this instead | Here’s why |
|---|---|---|
| What regulates the flush time on a piston flush valve?
a) Adjustment screw on the bypass orifice |
What adjustment screw regulates the flush time on a piston flush valve?
a) Bypass orifice |
In addition to being generally tidier, in the second format, the students eyes are taken right to the choices, freeing up brain-space (that is, lessening cognitive load) to focus on the material, not the wording. |
Do exercise caution with “Which of the following” questions
“Which of the following” questions are only valid multiple choice questions if the student is able to answer the question without reading the distractors.
| Instead of… | Do this instead | Here’s why |
|---|---|---|
| Which of the following is the correct statement?
a) Saskatchewan Polytechnic has four campuses in other provinces. |
Which of the following statements about the number and location of Saskatchewan Polytechnic’s campuses is correct?
a) Saskatchewan Polytechnic has satellite campuses in other provinces. |
In the first example, a student cannot cover up the choices and answer the question. In the second example, they can answer the question directly, and select the choice that best represents their answer. |
Do put the question at the beginning of the sentence
| Instead of… | Do this instead | Here’s why |
|---|---|---|
| In order for the client’s consent for treatment to be valid, what criteria must be met?
a) The consent must be freely given, involuntary, and genuine. |
What criteria must be met in order for the client’s consent for treatment to be valid?
a) The consent must be freely given, involuntary, and genuine |
In the first example, the student must hold the qualifiers for the question in their head in while interpreting the question at the end. You may accidentally be testing the student’s ability to do that. In the second example, the student knows the question up front, and gets more qualifying information later on. It is, in short, much easier to read. |
Do ensure the grammar of the stem agrees with the choices
Generally, avoid verbal clues that help the student select the correct answer.
| Instead of… | Do this instead | Here’s why |
|---|---|---|
| A solution of water that is capable of conducting electricity is called an
a. mechanical mixture |
A solution of water that is capable of conducting electricity is called a(n)
a. mechanical mixture |
In the first example, a student can know that the answer is (b) just by knowing a little bit about how English works. In the second example, we’re testing what we want to test. |
Do order the distractors logically
This may mean numerically, alphabetically, or in a generally recognizable order.
| Instead of… | Do this instead | Here’s why |
|---|---|---|
| At present time, what is the most common age for a Canadian to retire?
a) 65 |
At present time, what is the most common age for a Canadian to retire?
a) 60 |
In each of the first examples, the random order gives the student too much to think about: the student has to examine the list for completeness and correctness, and then answer the question. In the worst case, the student will buy into the mythology that the answer is likely (c). In the second examples, the pre-determined order lets the student examine the list by simple inspection, and also encourages them to believe that the correct answer could be any one of the choices. |
| Which Sask Polytech campus is the biggest?
a) Prince Albert |
Which Sask Polytech campus is the biggest?
a) Moose Jaw |
|
| Which of the inner planets is the smallest?
a) Earth |
Which of the inner planets is the smallest?
a) Mercury |
Don’t use “all of the above” or “none of the above” or “a and b”…
These sorts of questions promote clueing or guessing since the test-wise student is able to determine if one of the distractors is true or not.
Don’t use negatively stated items
In addition to being confusing to students (e.g. needing to say yes
to something that is a no
), multiple choice questions written with a negative word tend to test trivial knowledge and not material at higher learning outcome levels.
| Instead of… | Do this instead | Here’s why |
|---|---|---|
| What right of Canadian citizens is not guaranteed in the Charter of Rights and Freedoms?
a) The right to enter, remain in, and leave Canada |
In terms of Mobility Rights, what right does every Canadian citizen have under the Charter?
a) The right to enter, remain in, and leave Canada or consider a multi-select question: What rights of Canadian citizens are guaranteed in the Charter? O The right to enter, remain in, and leave Canada |
Think of how your brain perceives the first question. If you select (b), you are saying that you do not have the right to be secure against unreasonable search. So does that mean that you do have the right to be secure against reasonable search? And that it’s not the case that you are not guaranteed the right not to be arbitrarily detained? And, what was the question again? The second examples show clear, positive questions. |
Note: For the question above, instead of using multiple choice, consider using a multi-select question that allows the student to select all of the choices that apply.
If you must use a negatively-worded question, make the negative word (often “not”) more visible by bolding, underlining, and/or italicising.
But never use a double-negative in your stem!
Don’t overlap the distractors
| Instead of… | Do this instead | Here’s why |
|---|---|---|
| What is considered normal arc length?
a) ½ of electrode diameter |
What is considered normal arc length? a) ½ of electrode diameter b) 1 times the electrode diameter c) 2 times the electrode diameter d) 3 times the electrode diameter |
If the correct answer is 1 times the electrode diameter, how would you answer that in the first example? |
Other Notes
- Well-written multiple choice tests can increase the validity of evaluation of English language learners. Poorly-written multiple-choice tests can have the opposite effect.
- Since the student is always expecting the answer to be there, it is extra-critical to proofread your tests and ensure that no supporting pictures, diagrams, or supplemental information is missing.
- Be sure that multiple choice is really the right decision for your learning outcome. Multiple choice is not very good at evaluating higher level cognitive domain outcomes, and is virtually useless in the affective and psychomotor domains.
- Avoid the temptation to use textbook banks without editing the questions. All questions should be based on material that you covered.
Review
1. Determine the learning outcome.
2. Write the multiple choice question to the learning outcome and so that it is not measuring trivial knowledge.
3. Make sure that the question can be answered without looking at the distractors.
4. Check to make sure the distractors are all plausible and discrete.
5. Ensure that the correct answer is not the longest distractor.
6. Give the questions to another faculty member to review.
Last modified 15-June-2017.
