Multiple-choice Test

It is used to measure knowledge outcomes and other types of learning outcomes. It is the
most commonly used format in measuring student achievements at different levels of learning.

Three parts of multiple-choice test:

 Stem represents the problem or question usually expressed in completion or

question form.
 Keyed option is the correct answer.
 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 when asking question about application, analysis or evaluation.
3. When ask to interpret or evaluate about quotations, present actual quotations from
secondary sources.
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’s 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.
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 each 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 the 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.