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Prepared by: 
Jenny Ann G. Gregana
• 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 n measuring students 
achievements at different levels of 
learning
• Stem- represents the problem or 
question usually expressed in 
completion form or question form. 
• Keyed option- is the correct 
answer 
• Incorrect option- also known as 
alternatives, distracters or foil
• 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. 
• When ask to interpret or evaluated about quotations 
,present actual quotations from secondary sources like 
published books or newspaper. 
• Use tables ,figures ,or charts when asking question to 
interpret 
• Use pictures if possible when students are required to 
apply concepts and principles 
• List the choices /options vertically not horizontally 
• Avoid trivial question
• 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. 
• Increase the similarity of the options t increase 
the difficulty of the item. 
• Do not use ‘none of the above” options when 
asking for the best answer. 
• Avoid using ‘all of the above” options. It is usually 
the correct answer and makes them too easy for
• The stem should be written in question form or 
completion form. 
• Do not leave blank at the beginning and at the 
middle of the stem when using completion form of 
multiple choice test 
• The stem should pose the problem completely. 
• The stem should be clear and concise. 
• Avoid excessive and meaningless use of words in 
the stem 
• State the stem in positive form. Avoid using the 
negative words like “not” or “except”. 
• Avoid grammatical clues in the correct answer.
• The distracters should be plausible. 
• The distracters should be equally popular to 
all examinees. 
• Avoid using ineffective distracters 
• Each Distracters should be chosen by at least 
5% of the examinees but not more than the 
key answer. 
• Revise distracters that are not over attractive 
to the teachers. They might be ambiguous to 
the examinees.
• There should be one correct or best answer in each 
item. 
• List options in vertical order not a horizontal beneath 
the stem 
• Arrange the options in logical order and use capital 
letter to indicate each option such A,B,C,D,E 
• No overlapping options; keep it independent. 
• 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”
• 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. 
• 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
•Knowledge Level 
•Comprehension Level 
•Application Level 
•Analysis Level
• 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 
• 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
Multiple Choice Test

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Multiple Choice Test

  • 1. Prepared by: Jenny Ann G. Gregana
  • 2. • 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 n measuring students achievements at different levels of learning
  • 3. • Stem- represents the problem or question usually expressed in completion form or question form. • Keyed option- is the correct answer • Incorrect option- also known as alternatives, distracters or foil
  • 4. • 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. • When ask to interpret or evaluated about quotations ,present actual quotations from secondary sources like published books or newspaper. • Use tables ,figures ,or charts when asking question to interpret • Use pictures if possible when students are required to apply concepts and principles • List the choices /options vertically not horizontally • Avoid trivial question
  • 5. • 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. • Increase the similarity of the options t increase the difficulty of the item. • Do not use ‘none of the above” options when asking for the best answer. • Avoid using ‘all of the above” options. It is usually the correct answer and makes them too easy for
  • 6. • The stem should be written in question form or completion form. • Do not leave blank at the beginning and at the middle of the stem when using completion form of multiple choice test • The stem should pose the problem completely. • The stem should be clear and concise. • Avoid excessive and meaningless use of words in the stem • State the stem in positive form. Avoid using the negative words like “not” or “except”. • Avoid grammatical clues in the correct answer.
  • 7. • The distracters should be plausible. • The distracters should be equally popular to all examinees. • Avoid using ineffective distracters • Each Distracters should be chosen by at least 5% of the examinees but not more than the key answer. • Revise distracters that are not over attractive to the teachers. They might be ambiguous to the examinees.
  • 8. • There should be one correct or best answer in each item. • List options in vertical order not a horizontal beneath the stem • Arrange the options in logical order and use capital letter to indicate each option such A,B,C,D,E • No overlapping options; keep it independent. • 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”
  • 9. • 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. • 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
  • 10. •Knowledge Level •Comprehension Level •Application Level •Analysis Level
  • 11. • 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 • 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