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Engaging Students in Higher Level Thinking With Multiple Choice Questions
Engaging Students in Higher Level Thinking With Multiple Choice Questions
When seeking efficient and reliable measures of student learning, faculty might find multiple
choice tests appealing. After all, multiple choice assessments tend to be easier to grade and
more objective than their constructive response counterparts. But multiple choice assessments
are more than a convenience.
Despite the belief that multiple choice tests emphasize lower level skills such as recall and
comprehension, the multiple choice format, by its very nature, requires students to engage in
one of the highest levels of Bloom’s taxonomy, evaluation. As students weigh one option
against another to determine the “best” response, they are practicing the skills of comparing,
making judgments, and, in some cases, reflecting to justify their final answer. Even if the
student isn’t sure of the correct answer, the process of eliminating incorrect answers requires
these same higher level skills.
By incorporating Bloom’s higher level verbs, rewording open response or lower level questions,
and adding explanation components to multiple choice questions, faculty can design multiple
choice tests that encourage evaluation and other higher level thinking skills. See the table
below for some examples.
Verbs from Higher Levels of Reword Existing Mix Multiple Choice and
Bloom’s into Question Stems Questions Constructed Response
Creating good multiple choice questions can be challenging, even when testing lower level
skills. When constructing questions for higher level thinking, be aware of certain pitfalls that
could hinder higher level thinking tasks as described in the table below.
Pitfall 2—Using examples and Using the same wording and examples from the
wording directly from the text course text or class discussions emphasizes
or class recognition and recall. To avoid this pitfall, present
new examples and contexts (Dickinson, 2011), and
paraphrase any ideas taken directly from the text.
Pitfall 3—Testing for minor Asking questions about minor or trivial details puts
details that students can the focus on recall rather than analysis, application
merely memorize and evaluation. To avoid this pitfall, focus multiple
choice questions on concepts or processes.
For additional tips on constructing multiple choice questions, check out the following from the
eLearning Coach.
References
Brame, J.C. (2015). Writing good multiple choice test questions. Vanderbilt University Center
for Teaching. Retrieved from http://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-
choice-test-questions/
Brigham Young University Faculty Center. (2001). 14 rules for writing multiple choice questions.
Retrieved from
https://testing.byu.edu/handbooks/14%20Rules%20for%20Writing%20Multiple-
Choice%20Questions.pdf
Dickinson, M. (2011). Writing multiple choice questions for higher level-thinking. Learning
Solutions Magazine. Retrieved from
http://www.learningsolutionsmag.com/articles/804/writing-multiple-choice-questions-for-
higher-level-thinking
Kerkman, D.D. & Johnson, A.T. (2014). Challenging multiple-choice questions to engage critical
thinking. Insight: A Journal of Scholarly Teaching, 9, pp. 92-97. Retrieved from
http://www.insightjournal.net/Volume9/8ChallengingMultiple-
ChoiceQuestionsEngageCriticalThinking.pdf
Kuddus, Ruhul. (2016). The micro-questioning approach for content transmission. Presentation
presented at Lilly International Conference, Bethesda, MD.