This document provides guidance on creating effective multiple choice questions (MCQs). It defines the components of an MCQ, lists advantages and disadvantages, and relates MCQs to Bloom's Taxonomy of learning objectives. Specific guidelines are given for writing MCQs that assess different cognitive levels, from basic knowledge to higher-order thinking. Key rules are outlined such as using plausible distractors, varying the position of the correct answer, and having other reviewers provide feedback. The goal is to construct reliable and valid MCQs that accurately test students' understanding of course material.

1. HOW TO CREATEHOW TO CREATE
MULTIPLE CHOICE QUESTIONSMULTIPLE CHOICE QUESTIONS
JENNIFER ANN MORROW, PH.D.

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What is a multiple choice question(MCQ)?What is a multiple choice question(MCQ)?
• According to Clegg and Cashin (1986), a
multiple choice question contains three elements:
– Item stem: this is the problem statement. It contains
all the information necessary to answer the multiple
choice question.
– Correct option: this is the correct answer to the
multiple choice question.
– Distractors: these are the incorrect answers presented
as alternatives to the correct answer in a multiple
choice question.

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Sample Multiple Choice QuestionSample Multiple Choice Question
• What is the name of the presenter today?
– A. Dr. Marrow
– B. Dr. Martin
– C. Dr. Morrow
– D. Dr. Morton
• Item stem: “What is the name of the presenter
today?”
• Correct answer: C. Dr. Morrow
• Distractors: A, B, & D

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Advantages of MCQsAdvantages of MCQs
• Easy to score
• Can tap in to different cognitive levels (see
Bloom’s Taxonomy)
• Useful for diagnosing student difficulties (e.g.,
when you use common errors as distractors)
• Provides an excellent basis for post-test
discussion (you should discuss why distractors
are wrong)
• Requires relatively little time to answer

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Disadvantages of MCQsDisadvantages of MCQs
• Items are open to misinterpretation by students
• It can be time-consuming to construct “good” test
items
• It is difficult to create questions that tap in to
higher levels of learning (i.e., Evaluation)
• Creativity cannot easily be tested
• Students may find that items are too picky
• They encourage guessing

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Bloom’s TaxonomyBloom’s Taxonomy
• B.S. Bloom and colleagues (1956) created a
taxonomy which divides cognitive objectives into
a hierarchy of subdivisions from the easiest to the
most complex.
• Bloom’s Taxonomy
– Knowledge
– Comprehension
– Application
– Analysis
– Synthesis
– Evaluation

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KnowledgeKnowledge
• This is defined as the remembering of previously
learned material. This is the lowest level of
learning.These are the easiest types of MCQs to
create.
• Learning objectives at this level
– Know common terms, Know specific facts
– Know methods and procedures, Know basic concepts
– Know principles
• Question verbs: define, list, state, identify,
label, name, who? when? where? what?

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MCQ: KnowledgeMCQ: Knowledge
1. What is the capital of Rhode Island?
A. Central Falls
B. Middletown
C. Portsmouth
D. Providence

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ComprehensionComprehension
• This is defined as the ability to grasp the meaning of
material.You can have respondents do the
following:Translate material from one form to another,
Interpret material, Estimate future trends
• Learning objectives at this level
– Understand facts and principles
– Interpret verbal material
– Translate verbal material to mathematical formulae
– Estimate future consequences applied in data
• Question verbs: Explain, predict, interpret, infer, summarize,
convert, translate, give example, account for, paraphrase x?

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MCQ: ComprehensionMCQ: Comprehension
1. Explain what is meant by the phrase “cogito
ergo sum”?
A. I know, therefore I am
B. I am, therefore I know
C. I think, therefore I am
D. I am, therefore I think

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ApplicationApplication
• This refers to the ability to use learned material in new
and concrete situations. Here you have to apply rules,
methods, concepts, principles, laws, and/or theories.
• Learning objectives at this level
– Apply concepts and principles to new situations
– Apply laws and theories to practical situations
– Solve mathematical problems
• Question verbs: How could x be used to y? How
would you show, make use of, modify, demonstrate,
solve, or apply x to conditions y?

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MCQ: ApplicationMCQ: Application
1. If you have 8 $100 bills and you spend $200 on
shoes and $100 on books what % of the original
amount of money do you have left?
A. 24.5%
B. 37.5%
C. 62.5%
D. 86.5%

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AnalysisAnalysis
• This refers to the ability to break down material into its
component parts so that its organizational structure may
be understood.
• Learning objectives at this level
– Recognize unstated assumptions
– Recognize logical fallacies in reasoning
– Distinguish between facts and inferences
– Evaluate the relevancy of data
• Question verbs: Differentiate, compare / contrast, distinguish
x from y, how does x affect or relate to y? why? how? What
piece of x is missing / needed?

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MCQ: AnalysisMCQ: Analysis
1. Compared to laboratory settings, field settings
have more ______ validity and less ______
validity.
A. internal, external
B. construct, content
C. external, internal
D. content, construct

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SynthesisSynthesis
• This refers to the ability to put parts together to form a
new whole.
• Learning objectives at this level
– Write a well organized theme
– Propose a plan for an experiment
– Integrate learning from different areas into a plan for
solving a problem
– Formulates a new scheme for classifying objects
• Question verbs: Design, construct, develop, formulate,
imagine, create, change, write a short story and label the
following elements:

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MCQ: SynthesisMCQ: Synthesis
1. Change the below research scenario to make it a design
that will allow you to show cause and effect and be
able to generalize to a larger population.
Dr. Smith is conducting a study looking a differences in sense of
belonging of first-year students. He is comparing two groups of
students: Learning community and Traditional students.
Students self-select into the above groups.
A. Use random assignment to groups
B. Use random selection of participants
C. Both A & B
D. None of the above

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EvaluationEvaluation
• This is concerned with the ability to judge the value of
material for a given purpose. This is the highest level of
learning.
• Learning objectives at this level
– Judge the logical consistency of written material
– Judge the value of a work
– Judge the adequacy with which conclusions are
supported by data
• Question verbs: Justify, appraise, evaluate, judge x according
to given criteria. Which option would be better/preferable to
party y?

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MCQ: EvaluationMCQ: Evaluation
1. Evaluate the strength of research design described
below:
Dr. Arnold randomly assigns 100 students who have elected to
be in her study on pilot training. She controls for various
confounding variables in her study. She utilizes a pretest-
posttest control group design.
A. Excellent, it has high internal and external validity
B. Great, it has high internal validity and moderate external
validity
C. Good, it has moderate internal validity and moderate external
validity
D. Poor, it has low levels of both internal and external validity

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Rules for Writing MCQsRules for Writing MCQs
• Haladyna & Downing (1989) developed a set of
rules one should follow when constructing
MCQs. Some of them are:
• Balance the key – this refers to where you place
the correct answer in the response choices. You
should vary where you place the correct answer.
• Avoid the use of “None of the Above” –
research has shown that these type of questions
are more difficult and less reliable.

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Rules for Writing MCQs (cont.)Rules for Writing MCQs (cont.)
• Avoid complex multiple choice items – you
should not have complex response options that
combine many smaller items or phrases (e.g., a.
1, 2, 3; b. 1 and 3; c. 2 and 4…).
• Keep the length of responses options fairly
consistent – all of your response options should
be approximately the same length so students
can’t easily figure out the correct answer just by
looking at the length of the response.

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Rules for Writing MCQs (cont.)Rules for Writing MCQs (cont.)
• Avoid grammatical clues – don’t use any
grammatical clues that will let students know
which is the correct answer (e.g., use a/an and not
just the one for the correct answer).
• Avoid the use of humor when developing
options – you should not use humor when
constructing your distractors. This eliminates a
response right away.

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Rules for Writing MCQs (cont.)Rules for Writing MCQs (cont.)
• Keep the stem simple – don’t add extra
information to the stem to fill up space and/or
confuse students.
• Avoid using negative phrasing in the stem –
don’t use negative phrases such as never, not, etc.
in the stem. If you have to use negative phrasing
then bold or capitalize the negative word.

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Rules for Writing MCQs (cont.)Rules for Writing MCQs (cont.)
• Use plausible distractors – all of you options
should be logical and related to the material you
are trying to test. Don’t put in foolish or nonsense
distractors.
• Avoid using “All of the Above” – research
shows that this type of question is more difficult
and less discriminating.
• Avoid the option “I don’t know” – research
shows that this is not a valid option.

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Rules for Writing MCQs (cont.)Rules for Writing MCQs (cont.)
• Each item should ask only one question – keep
the stem simple. Don’t make it possible for
students to correctly check more than one answer.
• Use simple terminology or terminology that
students should know – spell out acronyms
and/or define difficult-to-understand terms.
• Underline, italicize, or use bold print to draw
attention to important terms – use this
especially if you include negative words in the
stem.

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Additional Tips for Creating MCQsAdditional Tips for Creating MCQs
• Limit the number of options – use 3 or 4
options. Avoid using 2 or more than 4.
• Don’t lift phrases directly from the text or
lecture – this encourages simple recall and not
understanding.
• Make sure questions are not culturally biased
or contain sexist terminology – avoid using
phrases that could be construed as racist or sexist
(e.g., calling women girls), or which have a
cultural bias.

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Additional Tips for Creating MCQsAdditional Tips for Creating MCQs
• Write the correct answer before creating the
distractors.
• Include only one correct or best answer – don’t
have multiple correct answers that students can
choose from.
• Put responses vertically below the stem – this
makes it easier to read.
• Avoid unnecessary repetition in the response
options – if every response starts with the phrase
“in the” then put “in the” as part of the stem.

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MOST IMPORTANT RULEMOST IMPORTANT RULE
HAVE OTHERS REVIEW YOUR
QUESTIONS – IF POSSIBLE GET
FEEDBACK FROM MORE THAN ONE
PERSON. WORK IN TEAMS AND
CRITIQUE EACH OTHERS
QUESTIONS

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Assignment for 9/22Assignment for 9/22
• Create 6 multiple questions based on Dr.
Whittecar’s theme readings. Create 2 questions
that could be classified as either Knowledge or
Comprehension questions, 2 questions that could
be classified as Application questions, and 2
questions that could be classified as Analysis,
Synthesis, or Evaluation questions.
• Bring a typed copy of these to class with you on
9/22.

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