In this section, we offer guidelines for writing effective MCQs. In the literature, one can find more than 40 guidelines.[1] We are sharing a selection based on questions that have come up in discussions with McGill instructors seeking to improve their MCQs. Stem guidelines are addressed first and then alternatives. Guidelines are in alphabetical order. Each guideline is numbered and includes a rationale, along with examples (where applicable) that illustrate a poorly written MCQ paired with an improved MCQ.
Effective stems
1. Address a single, clearly outlined problem to be answered by one of the choices.
Rationale: In the poor example, the stem “polysaccharides” is on its own; there is no context. An improvement would be changing the stem to include context for the question, as well as offering students a set of homogeneous choices. |
Poor example | Improved example[2] |
Polysaccharides: a) are made up of thousands of smaller units called monosaccharides. b) are NOT found in the aloe vera leaf. c) are created during photosynthesis. d) can be described by the chemical formula: CHHOH. | Polysaccharides of the plant cell wall are synthesized mainly in: a) The endoplasmic reticulum b) The cytosol c) The plasma membrane d) The Golgi complex e) Amyloplasts |
2. Include as much of the question as possible in the stem instead of repeating the same set of words at the beginning of the alternatives (Gronlund 1988, as cited in McKenna & Bull, 1999, p. 5).
Rationale: A robust stem reduces the reading load and provides a clearer problem statement.[3] |
Poor example | Improved example[2] |
Theorists of pluralism have asserted which of the following? a) The maintenance of democracy requires a large middle class. b) The maintenance of democracy requires autonomous centres of countervailing power. c) The maintenance of democracy requires the existence of a multiplicity of religious groups. d) The maintenance of democracy requires a predominantly urban population. e) The maintenance of democracy requires the separation of governmental powers. | Theorists of pluralism have asserted that the maintenance of democracy requires: a) A large middle class. b) Autonomous centres of countervailing power. c) The existence of a multiplicity of religious groups. d) A predominantly urban population. e) The separation of governmental powers. |
3. Include only relevant information.
Rationale: The stem should only include essential information for answering the question. Adding extra details increases reading time for students and may obscure the question’s intended focus.[3] |
Poor example | Improved example[4] |
Suppose you are a mathematics professor who wants to determine whether or not your teaching of the unit on probability has had a significant effect on your students. You decide to analyze their scores from a test they took before the instruction and their scores from another exam taken after the instruction. Which of the following t-tests is appropriate to use in this situation? a) Dependent samples b) Heterogeneous samples c) Homogeneous samples d) Independent samples | When analyzing your students’ pretest and posttest scores to determine if your teaching has had a significant effect, an appropriate statistic to use is the t-test for: a) Dependent samples b) Heterogeneous samples c) Homogeneous samples d) Independent samples |
4. Use only clear and straightforward language.
Rationale: By using complex wording, you may end up assessing students’ reading comprehension instead of their actual knowledge of the subject matter. |
Poor example | Improved example[2] |
As the level of fertility approaches its nadir, what is the most likely ramification for the citizenry of a developing nation? a) A decrease in the labour force participation rate of women. b) A dispersing effect on population concentration. c) A downward trend in the youth dependency ratio. d) A broader base in the population pyramid. e) An increased infant mortality rate. | A major decline in fertility in a developing nation is likely to produce: a) A decrease in the labour force participation rate of women. b) A dispersing effect on population concentration. c) A downward trend in the youth dependency ratio. d) A broader base in the population pyramid. e) An increased infant mortality rate. |
5. Use positive wording unless knowing what “not to do” is important.
Rationale: Knowing an incorrect answer does not necessarily mean students know the correct answer; therefore, “negative” items are generally not recommended. |
Poor example | Improved example[2] |
Which of the following is not a symptom of osteoporosis? a) Decreased bone density. b) Frequent bone fractures. c) Raised body temperature. d) Lower back pain. | Which of the following is a symptom of osteoporosis? a) Decreased bone density. b) Raised body temperature. c) Hair loss. d) Painful joints. |
Occasionally, negative items are appropriate for objectives dealing with health or safety issues, where knowing what not to do is important. In these situations, negative items must be carefully worded to avoid confusing students. The negative word should be placed in the stem, not in the alternatives, and should be emphasized by using underlining, italics, boldface, or CAPITALS. In addition, each of the alternatives should be phrased positively to avoid forming a confusing double negative with the stem.
Poor example
All of the following are correct procedures for putting out a fire in a pan on the stove except:
a) Do not move the pan.
b) Pour water into the pan.
c) Slide a fitted lid onto the pan.
d) Turn off the burner controls.
Improved example[4]
All of the following are correct procedures for putting out a fire in a pan on the stove except:
a) Leave the pan where it is.
b) Pour water into the pan.
c) Slide a fitted lid onto the pan.
d) Turn off the burner controls.
Back to top
Effective alternatives
1. Avoid absolute terms, such as always, completely, never, and only.
Rationale: Absolute terms tend to be associated with false statements and can thus offer students clues to the answer key. |
Poor example | Improved example[4] |
To avoid infection after receiving a puncture wound to the hand, you should: a) Always go to the immunization center to receive a tetanus shot. b) Be treated with an antibiotic only if the wound is painful. c) Ensure that no foreign object has been left in the wound. d) Never wipe the wound with alcohol unless it is still bleeding. | To avoid infection after receiving a puncture wound to the hand, you should always: a) Go to the immunization center to receive a tetanus shot. b) Be treated with an antibiotic if the wound is painful. c) Ensure that no foreign object has been left in the wound. d) Wipe the wound with alcohol unless it is still bleeding. |
2. Avoid “All of the above.”
Rationale: Students who … have only partial information may be able to answer correctly. recognize two of four options will know to select All of the above. recognize one option as being implausible will know not to select All of the above.
|
3. Avoid “None of the above.”
Rationale: “None of the above” … can be eliminated if students identify one plausible option, thereby reducing the number of distractors. does not reveal if students know the correct answer. as the answer key is likely not assessing the learning outcome associated with the question.
|
4. Avoid overlapping content.
Rationale: Overlapping content can be confusing for students. In the “poor” example, if either of the first two alternatives is correct, “C” is also correct. |
Poor example | Improved example[5] |
During what age period is thumb-sucking likely to produce the greatest psychological trauma? a) Infancy b) Preschool period c) Before adolescence d) During adolescence e) After adolescence | During what age period is thumb-sucking likely to produce the greatest psychological trauma? a) From birth to 2 years old b) From 2 years to 5 years old c) From 5 years to 12 years old d) From 12 years to 20 years old e) 20 years of age or older |
5. Avoid repeating keywords or verbal associations from the stem in one of the alternatives.
Rationale: When a word or phrase in the stem is also found in one of the alternatives, it tips the student off that the alternative is probably the answer. |
Poor example | Improved example[4] |
When conducting library research in education, which of the following is the best source to use for identifying pertinent journal articles? a) A Guide to Sources of Educational Information b) Current Index to Journals in Education c) Resources in Education d) The International Encyclopedia of Education | When conducting library research in education, which of the following is the best source to use for identifying pertinent journal articles? a) A Guide to Sources of Educational Information b) Education Index c) Resources in Education d) The International Encyclopedia of Education |
6. Ensure distractors are not obvious.
Rationale: Unrealistic or humorous distractors are non-functional and increase the student’s chance of guessing the correct answer. |
Poor example[4] | Improved example[4] |
Which of the following artists is known for painting the ceiling of the Sistine Chapel? a) Warhol b) Flintstone c) Michelangelo d) Santa Claus | Which of the following artists is known for painting the ceiling of the Sistine Chapel? a) Botticelli b) da Vinci c) Michelangelo d) Raphael |
7. Keep alternatives grammatically parallel and consistent with the stem.
Rationale: Inconsistent grammar may inadvertently afford students hints. For instance, in the poor example, “a” in the stem suggests that distractors “a”, “b”, and “c” would not be appropriate choices because “a” would not precede nouns that begin with a vowel. |
Poor example | Improved example[5] |
Albert Einstein was a: a) Anthropologist b) Astronomer c) Ecologist d) Mathematician | Who was Albert Einstein? a) An anthropologist b) An astronomer c) An ecologist d) A mathematician |
8. Use concise wording to minimize student confusion.
Rationale: Wordy alternatives may require more than one reading before the student understands them. |
Poor example | Improved example[4] |
The term hypothesis, as used in research, is defined as: a) A conception or proposition formed by speculation or deduction or by abstraction and generalization from facts, explaining or relating an observed set of facts, given probability by experimental evidence or by factual or conceptual analysis but not conclusively established or accepted. b) A statement of an order or relation of phenomena that so far as is known is invariable under the given conditions, formulated on the basis of conclusive evidence or tests and universally accepted, that has been tested and proven to conform to facts. c) A proposition tentatively assumed in order to draw out its logical or empirical consequences and so test its accord with facts that are known or may be determined, of such a nature as to be either proved or disproved by comparison with observed facts. | The term hypothesis, as used in research, is defined as: a) An assertion explaining an observed set of facts that has not been conclusively established. b) A universally accepted assertion explaining an observed set of facts. c) A tentative assertion that is either proved or disproved by comparison with an observed set of facts. |
9. Use plausible and attractive distractors (avoid padding the item with implausible distractors).
Rationale: In the poor example, alternative ‘a’ is not a serious distractor. When a distractor or distractors are rarely selected by students, then the specific test item is actually improved by eliminating these non-functional distractors.[4] This information is important when reviewing exam results at the end of term. |
Poor example | Improved example[5] |
What is the approximate daily calorie recommendation for a 15-year-old girl who is 61 in. tall, weighs 112 lbs., and is moderately active? a) 300 b) 2,000 c) 2,500 d) 3,000 | About how many calories are recommended daily for a 14-year-old who is 62 in. tall, weighs 103 lbs., and is moderately active? a) 1,500 b) 2,000 c) 2,500 d) 3,000 |
10. Write distractors of similar length.
Rationale: Research in cognitive psychology has found that students proficient in MCQ exams may unconsciously associate longer distractors with being the correct answer.[6] |
Poor example | Improved example[4] |
Which of the following is the best indication of high morale in a supervisor’s unit? a) The employees are rarely required to work overtime. b) The employees are willing to give first priority to attaining group objectives, subordinating any personal desires they may have. c) The supervisor enjoys staying late to plan the next day. d) The unit gives expensive birthday presents to each other. | Which of the following is the best indication of high morale in a supervisor’s unit? a) The employees are rarely required to work overtime. b) The employees willingly give first priority to attaining group objectives. c) The supervisor enjoys staying late to plan for the next day. d) The unit members give expensive birthday presents to each other. |
11. Write in positive terms.
Rationale: In the poor example, the distractors are potentially confusing: “b” and “d” are written in negative constructions that require students to reinterpret the stem; “c” and “d” have overlapping, inconsistent, and confusing content that tests reading comprehension over students’ ability to recall information (Yale, Poorvu Center for Teaching and Learning). |
Poor example | Improved example |
Potential energy is: a) The energy of motion of an object. b) Not the energy stored by an object. c) The energy stored by an object. d) Not the energy of motion of an object. | Potential energy is the energy: a) Of motion of an object. b) Stored by an object. c) Emitted by an object. (adapted from Poorvu Center for Teaching and Learning, Yale) |
Back to top
References:
[1] Haladyna, T. M., & Downing, S. M. (1989). Validity of a taxonomy of multiple-choice item-writing rules. Applied Measurement in Education, 2(1), 51–78.
[2] McKenna, C., & Bull, J. (1999). Designing effective objective test questions: An introductory workshop. Computer Assisted Assessment Centre, Loughborough University Web site.
[3] University of Toronto Centre for Teaching Support & Innovation. (n.d.). Multiple choice question and quiz tips.Retrieved July 22, 2024.
[4] Burton, S. J., Sudweeks, R. R., Merrill, P. F., & Wood, B. (1991). How to prepare better multiple-choice test items: Guidelines for university faculty. Brigham Young University Testing Centre.
[5] Zimmaro, D. M. (2016). Writing good multiple-choice exams. University of Texas at Austin, Faculty Innovation Centre.
[6] Parkes, J., & Zimmaro, D. (2016). Learning and assessing with multiple-choice questions in college classrooms. Routledge.
