Multiple choice is a form of assessment where respondents select the best answer from a list of choices. It is commonly used in educational testing, market research, and elections. The document provides guidelines for writing effective multiple choice questions, such as basing each question on a single problem and avoiding trick statements. Students should select the answer, rather than the answer being determined by unfamiliar terminology.

1. Multiple Choice
Crisostomo, Maria Eva
Flores, Kristiana Mae
Garcia, Marife
Maulion, Jellene Joyce
Navarro, Paula Juliana
Pagdanganan, Kreanne
III – 2 BECEd

2. What is multiple choice?
Multiple choice is a form of assessment in which
respondents are asked to select the best possible
answer (or answers) out of the choices from a list.
The multiple choice format is most frequently used in
educational testing, in market research, and in
elections— when a person chooses between multiple
candidates, parties, or policies.
Multiple choice testing is particularly popular in the
United States.

3. Multiple-choice testing is an assessment style
that structures tests in such style that students
must select an answer from multiple options.
For example, a math multiple choice test might give the following possible
answers for:
What is 15 divided by 3?
a. 2 c. 4
b. 3 d. 5
While students may select any answer, only answer "d" will yield credit.
This type of test is commonly seen on standardized exams, such as high
school-exit or college-entrance exams.

4. 5 Guidelines for
multiple choice
1. Base each question on a single central
problem, issue or situation. Multiple,
unrelated threads to a question can confuse
students.

5. 2. The stem should be written in the
simplest, clearest and unambiguous way, to
avoid it being a reading test.
3. The stem of the multiple choice
question should be free of irrelevant
material;
i.e. contain only material; essential for answering the question.
[An exception to this rule might be when the question aims to determine a
student’s ability to identify relevant details.]

6. 4. Avoid trick statements with some
minor misleading word or spelling anomaly.
An experienced exam taker may profit from his detection of such a ploy,
despite a lack of knowledge in the subject matter.
5. In composing the multiple choice item
stems, use terms whose definitions are
likely to be precise in minds of examinees.
Avoid unnecessarily unfamiliar terminology.
The difficulty of an item should evolve from the
subject matter rather than from the wording.

7. Thank you for
listening 
References:
 http://en.wikipedia.org/wiki/Multiple_choice
 http://www.education.com/definition/multiplechoice-testing/
 www.sfsu.edu/~testing/MCTEST/guidelines.html
http://apan.net/meetings/busan03/materials/ws/education/articles/MCQ2.pdf