Writing effective multiple-choice questions (MCQs)
Multiple-choice questions (MCQs) are a type of assessment item. A standard MCQ consists of two components: a stem, which presents the question, problem, or incomplete statement, and alternatives, where there is one correct answer known as the key, as well as distractors that are designed to be plausible but ultimately incorrect choices.[1]
Annotated example of an MCQ:[2]
MCQs should allow the instructor to assess students’ attainment of the course (or unit or lesson) learning outcomes. Effective MCQs ensure fairness for both adept and less experienced test-takers. The likelihood of answering a question correctly should be tied to students’ understanding of the topic, not their proficiency in test-taking tactics.[3] A well-designed MCQ prevents students who don’t know the answer from guessing it correctly. It also prevents students who know the answer from being confused.
Writing pedagogically sound MCQs can be time-consuming; however, assessing student learning with MCQs may have advantages. For example, when MCQs are well designed:
Reliability may be increased through objective scoring (in contrast to potential scoring inconsistency in other, subjective, types of assessment tasks).
Scoring efficiency is improved as scoring can be automated, which may be especially helpful in courses with large enrolments.
This article offers guidelines for writing effective MCQs, along with examples that encourage both lower- and higher-order thinking and provides suggestions for having students write MCQs. Additionally, the article addresses McGill-approved learning technologies that can enhance learning through MCQs. Reviewing the quality of your MCQs is also addressed. Finally, we offer a checklist for reviewing your MCQs.
To find out more explore the topic below:
Using MCQ’s to assess learning from lower- to higher-order levels of thinking
Student-generated questions and technologies for implementing MCQs
Checklist for reviewing MCQs and review the quality of your MCQs
References
[1]Parkes, J., & Zimmaro, D. (2016). Learning and assessing with multiple-choice questions in college classrooms. Routledge.
[2]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.
[3]Sibley, J. (2014). Seven mistakes to avoid when writing multiple-choice questions. Faculty Focus.
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