The document discusses the multiple choice test format, including its three main parts (stem, keyed option, incorrect options), guidelines for constructing effective multiple choice questions, and advantages and disadvantages. It provides details on writing clear stems and plausible distractors, as well as how to effectively measure learning outcomes while making scoring objective and reliable.

1. Multiple-choice
Test
Aco, Lorna
EDYTHA C. BARAQUIO

2. Multiple-choice test
-is the most commonly
used format in
measuring student
achievements at
different levels of
learning.

3. 3 parts of multiple-choice
test:
Stem – represents the problem or
question usually expressed in
completion form or question form.
Keyed option – is the correct answer.
Incorrect options or alternatives –
also called distracters or foil.

4. Example:
What is the most stable
measure of central
tendency?
A. Mean
B. Median
C. Mode
D. Mean and Median

5. General Guidelines in
Constructing Multiple-choice
Test:
Make a test item that is
practical or with real-world
applications to the students.
Use diagram or drawing when
asking question about
application, analysis or
evaluation.

6. When ask to interpret or evaluate
about quotations, present actual
quotations from secondary sources like
published books or newspapers.
Use tables, figures, or charts when
asking questions to interpret.
Use pictures if possible when students
are required to apply concepts and
principles.
List the choices / options vertically not
horizontally.

7. Avoid trivial questions.
Use only one correct
answer or best answer
format.
Use three to five options to
discourage guessing.
Be sure that distracters are
plausible and effective.

8. Increase the similarity of the
options to increase difficulty
of the item.
Do not use “none of the
above” options when asking
for a best answer.
Avoid using “all of the
above” options.

9. Guidelines in Constructing the
Stem:
The stem should be written in
question form or completion form.
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.

10. The stem should pose the
problem completely.
The stem should be clear
and concise.
Avoid excessive and
meaningless use of words in
the stem.

11. 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.
Avoid grammatical clues in
the correct answer.

12. Guidelines in Constructing
Options:
There should be one correct or best answer
in each item.
List options in vertical order not a horizontal
order beneath the stem.
Arrange the options in logical order and use
capital letters to indicate each option such
as A, B, C, D, E.
No overlapping options; keep it
independent.

13. All options must be homogenous in
content to increase the difficulty of an
item.
As much as possible the length of the
options must be the same or equal.
Avoid using the phrase “all of the
above.”
Avoid using the phrase “none of the
above” or “I don’t know.”

14. Guidelines in Constructing
the Distracters:
The distracters should be
plausible.
The distracters should be equally
popular to all examinees.
Avoid using ineffective distracters.

15. Each distracter should be
chosen by at least 5% of the
examinees but not more than
the key answer.
Revise distracter(s) that are
over attractive to the
teachers. They might be
ambiguous to the examinees.

16. THE END

17. Advantages of Multiple-
choice Test:
Measures learning outcomes from
the knowledge to evaluation
level.
Scoring is highly objective, easy
and reliable.
Scores are more reliable than
subjective type of test.

18. Measures broad samples of
content within a short span of
time.
Distracters can provide diagnostic
information.
Item analysis can reveal the
difficulty of an item and can
discriminate the good and poor
performing students.

19. Disadvantages of Multiple-
choice Test:
Time consuming to construct a
good item.
Difficult to find effective and
plausible distracters.
Scores can be influenced by the
reading ability of the examinees.

20. In some cases, there is more
than one justifiable correct
answer.
Ineffective in assessing the
problem solving skills of the
students.
Not applicable when assessing
the students’ ability to organize
and express ideas.

21. End

22. Evaluation:
1-3. Give the (3) parts of multiple-
choice item.
4-5. Give (1) advantage and (1)
disadvantage of multiple-
choice test.
6-10. Construct (1) multiple-choice
item.