How to Write Better MCQs?

I am sharing the resource that helped me to write better multiple choice questions with relevant answers.

What is a Multiple Choice Item?

?The multiple choice item (MCQ) consists of two distinct parts:?

1. The first part that contains task or problem is called stem of the item. The stem of the item may be presented either as a question or as an incomplete statement. The form makes no difference as long as it presents a clear and a specific problem to the examinee.?

2. Second part presents a series of options or alternatives. Each option represents possible answer to the question. In a standard form one option is the correct or the best answer called the keyed response and the others are misleads or foils called distracters.?

The number of options used differs from one test to the other. An item must have at least three answer choices to be classified as a multiple choice item. The typical pattern is to have four or five choices to reduce the probability of guessing the answer. A good item should have all the presented options look like probable answers at least to those examinees who do not know the answer.

?Parts of a multiple choice question?(Bull & Mckenna, 2002)

A traditional multiple choice question (or item) is one in which a student chooses one answer from a number of choices supplied. A multiple choice question consists of a:

·??????? stem - the text of the question

·??????? options - the choices provided after the stem (these include the key and the distracters)

·??????? the key - the correct answer in the list of options

·??????? distracters - the incorrect answers in the list of options

Terminology: Multiple Choice Questions?

1. Stem: presents the problem

2. Keyed Response: correct or best answer

3. Distracters: appear to be reasonable answers to the examinee who does not know the content

4. Options: include the distracters and the keyed response.?

Common Errors in Writing Multiple-Choice Items:?

1.???? Item stems that are too lengthy or imprecise.

Poor:?Which one of the following is something that can be found in a short story that is also found in this personal narrative?

Corrected: Which of these short story elements is present in this personal narrative?

1. Item stems that are choppy or abstract. Test takers need to have a clear picture of their task before they begin reading the answer choices.

Poor:?Reading this chart - A) can tell someone the growth of four stocks over a four-year period

Corrected: This chart shows the growth of – A) four stocks over a four-year period.

1. Item options that lack balance. This problem can be seen in several ways, including “stacked” options, options that are dramatically different in “flavor,” and one option that is obvious in some way.

Poor: Animal tracks can be best found in

1.??????????????????? mud or snow (stacked option – it contains two elements)

2.??????????????????? grass

3.??????????????????? water

4.??????????????????? the library (option is dramatically different in “flavor”)

Corrected: Animal tracks can be best found in a) mud b) grass c) water d) sand

1. Item stems and their options that needlessly repeat words.

Poor:?Penguins cannot fly because

1.??????????????????? their wings are too small

2.??????????????????? their wings are too flat

3.??????????????????? their wings are too curved

4.??????????????????? their wings are too heavy

Corrected: Penguins cannot fly because their wings are too

1.???? small

2.???? flat

3.???? curved

4.???? heavy

1. A stimulus, item stem, or an option containing information that clues the correct answer of the item itself or of another item in the test.
2. Items that measure more than one standard.

Example: Holly sitted next to the band leader.

?How should this sentence be written?

1.??????????????????? Holly sat next to the band leader.

2.??????????????????? Holly sit next to the band leader.

3.??????????????????? Holly sitting next to the band leader.

4.??????????????????? holly sat nexst to the band leader.

In this case, the item was intended to measure the standard “Use correct verb formation.” In this item, options a, b and c provide various forms of the verb. Option D tests capitalization and spelling (which are measured under separate standards). Therefore, this item is assessing a student’s ability to do more than merely choosing the correct verb in the sentence. The option d need to be revised (only the verb contains the error) to match the standard.

?Guidelines for Response Options:

?1.???? No response option (correct answer or distracter) should be significantly different from the other three options (in length, complexity, structure). However, pairs of options may reflect minor differences (two long and two short options).

2.???? The response options should relate to the stem in the same way both grammatically and conceptually.

3.???? No response option (correct answer or distracter) should eliminate another response action. Thus two distracters should not be opposites of each other.

4.???? No response option (correct answer or distracter) should deny the truth of the stem.

5.???? Response options should not give clues to students. Avoid the use of templates (never, always, all). Words used in the stem should not be repeated in the response options (correct answer or distracter).

6.???? Avoid repeating words or phrases in the options that could be placed in the stem.

7.???? The distracters should be plausible and reasonable in terms of the stimulus, the item stem, and the student’s level of knowledge.

8.???? Distracters may include a) common misconceptions or misunderstandings or b) misreading of the stimulus. For some tests, it is helpful for item writers to include the rationales (reasons) for the distracters.

9.???? Do not use distracters that have nearly the same meaning even though they are worded differently. (Julian was happy to go. Julian was looking forward to the trip.)

?Submission Checklist:?

When you are ready to submit your materials, please be sure you have completed the following:?

1.???? Read and understand the project’s guiding documents (example: test and item specifications)

2.???? Follow the guidelines in the Item Writer’s Guide.

3.???? Create original, interesting, grade-appropriate items that measure the standards.

4.???? Use the review checklists for each item you are submitting to ensure it is of the highest quality.

5.???? Complete the template provided for each item and follow submission guidelines.

6.???? Verify with source materials for factual information.