This document provides guidance on constructing effective multiple choice test items. It discusses best practices such as using practical stems, 3-5 plausible answer options, avoiding negative wording or grammatical clues in the correct answer, and ensuring distractors are chosen by some test takers. Multiple choice tests can reliably measure learning from knowledge to evaluation, but require time to develop high-quality items and may not assess all skills. Scores depend partly on reading ability and sometimes more than one answer is justifiable.

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