MULTIPLE-CHOICE TEST
Or which of the
A multiple-choice test is used to measure
knowledge outcomes and other types of learning
outcomes such as comprehension and
applications. It is the most commonly used
format in measuring student achievements at
different levels of learning.
Multiple-choice item consists of three parts:
the stem, the keyed option and the incorrect
options or alternatives. The stem represents the
problem or question usually expressed in
completion form or question form. The keyed
option is the correct answer. The incorrect
options or alternatives also called distracters
or foil.
General Guidelines in Constructing Multiple-
choice Test
1. Make a test item that is practical or with
real-world applications to the students.
2. Use diagram or drawing when asking
question about application, analysis or evaluation.
3. When ask to interpret or evaluate about
quotations, present actual quotations from
secondary sources like published books or
newspapers.
4. Use tables, figures, or charts when asking
question to interpret.
5. Use pictures if possible when students are
required to apply concepts and principles.
6. List the choices/options vertically not
horizontally.
7. Avoid trivial questions.
8. Use only one correct answer or best answer
format.
9. Use three to five options to discourage guessing.
10. Be sure that distracters are plausible and
effective.
11. Increase the similarity of the options to
increase the difficulty of the item.
12. Do not use “none of the above” options when
asking for a best answer.
13. Avoid using “all of the above” options. It is
usually the correct answer and makes the item
too easy for the examinee with partial
knowledge.
Guidelines in Constructing the Stem
1. The stem should be written in question form or
completion form. Research showed that it is
more advisable to use question form.
2. Do not leave the blank at the beginning or at
the middle of the stem when using completion
form of a multiple-choice type of test.
3. The stem should pose the problem completely.
4. The stem should be clear and concise.
5. Avoid excessive and meaningless use of words in
the stem.
6. State the stem in positive form. Avoid using the
negative phrase like “not” or “except.” Underline
or capitalize the negative words if it cannot be
avoided. Example: Which of the following does
not belong to the group?
following does NOT belong to the group.
7. Avoid grammatical clues in the correct answer.
Guidelines in Constructing Options
1. There should be one correct or best answer in
each item.
2. List options in vertical order not a horizontal
order beneath the stem.
3. Arrange the options in logical order and use
capital letters to indicate option such as A, B, C,
D, E.
4. No overlapping options; keep it independent.
5. All options must be homogenous in content to
increase the difficulty of an item.
6. As much as possible the length of the options
must be the same or equal.
7. Avoid using the phrase “all of the above.”
8. Avoid using the phrase “none of the above” or “I
don’t know.”
Guidelines in Constructing Distracters
1. The distracters should be plausible.
2. The distracters should be equally popular to all
examinees.
3. Avoid using ineffective distracters. Replace
distracter(s) that are not effective to the
examinees.
4. Each distracter should be chosen by at least 5%
of the examinees but not more than the key
answer.
5. Revise distracter(s) that are over attractive to
the teachers. They might be ambiguous to the
examinees.
Advantages of Multiple-choice Test
1. Measures learning outcomes from the
knowledge to evaluation level.
2. Scoring is highly objective, easy and reliable.
3. Scores are more reliable than subjective type of
test.
4. Measures broad samples of content within a
short span of time.
5. Distracters can provide diagnostic information.
6. Item analysis can reveal the difficulty of an item
and can discriminate the good and poor
performing students.
Disadvantages of Multiple-choice Test
1. Time consuming to construct a good item.
2. Difficult to find effective and plausible
distracters.
3. Scores can be influenced by the reading ability
of the examinees.
4. In some cases, there is more than one justifiable
correct answer.
5. Ineffective in assessing the problem solving skills
of the students.
6. Not applicable when assessing the students’
ability to organize and express ideas.