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• Underline or otherwise emphasize the negative word(s) if they must be used.
• Avoid involved statements.
• Keep wording and sentence structure as simple as possible.
• Make statements both definite and clear.
• Avoid the use of ambiguous words and terms (some, any, generally, most times, etc.)
• Use terms which mean the same thing to all learners whenever possible.
• Avoid absolutes (all, every, only, no, never, etc.) These words are known as determiners, because they provide clues
to the correct answer.
• Avoid patterns in the sequence of correct responses because learners can often identify the patterns.
• Make statements brief and approximately same length.
• State the source of a statement if it is controversial (sources have differing information).
Multiple Choice
A multiple choice test item consists of two parts: the stem,
which includes the question, statement, or problem; and a list
of possible responses. Incorrect answers are called distractors.
When properly devised and constructed, multiple choice items
offer several advantages that make this type more widely
used and versatile than either the matching or the true-false
items. [Figure B-2]
Multiple choice test questions can help determine
learner achievement, ranging from acquisition of facts to
understanding, reasoning, and ability to apply what has
been learned. It is appropriate to use multiple choice when
the question, statement, or problem has the following
characteristics:
• Built-in and unique solution, such as a specific
application of laws or principles.
• Wording of the item is clearly limiting, so that the learner must choose the best of several offered solutions rather
than a universal solution.
• Several options that are plausible, or even scientifically accurate.
• Several pertinent solutions, with the learner asked to identify the most appropriate solution.
B-3
Three major challenges are common in the construction of multiple choice test items. One is the development of a question
or an item stem that must be expressed clearly and without ambiguity. A second is that the statement of an answer or correct
response cannot be refuted. Finally, the distractors must be written in such a way that they are attractive to those learners
who do not possess the knowledge or understanding necessary to recognize the keyed response.
A multiple choice item stem may take one of several basic forms:
• A direct question followed by several possible answers.
• An incomplete sentence followed by several possible phrases that complete the sentence.
• A stated problem based on an accompanying graph, diagram, or other artwork followed by the correct response and
the distractors.
The learner may be asked to select the one correct choice or completion, the one choice that is an incorrect answer or
completion, or the one choice that is the best answer option presented in the test item.
Beginning test writers find it easier to write items in the question form. In general, the form with the options as answers
to a question is preferable to the form that uses an incomplete statement as the stem. It is more easily phrased and is more
natural for the learner to read. Less likely to contain ambiguities, it usually results in more similarity between the options
and gives fewer clues to the correct response.
When multiple choice questions are used, three or four alternatives are generally provided. It is usually difficult to construct
more than four convincing responses; that is, responses which appear to be correct to a person who has not mastered the
subject matter. Learners are not supposed to guess the correct option; they should select an alternative only if they know it is
correct. An effective means of diverting the learner from the correct response is to use common learner errors as distractors.
For example, if writing a question on the conversion of degrees Celsius to degrees Fahrenheit, providing alternatives derived
by using incorrect formulas would be logical, since using the wrong formula is a common learner error.
Items intended to measure the rote level of learning should have only one correct alternative; all other alternatives should
be clearly incorrect. When items are to measure achievement at a higher level of learning, some or all of the alternatives
should be acceptable responses—but one should be clearly better than the others. In either case, the instructions given should
direct the learner to select the best alternative.
To use multiple choice questions, consider the following guidelines for construction of effective test items:
• Make each item independent of every other item in the test. Do not permit one question to reveal, or depend on, the
　
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