This document outlines the agenda and activities for a workshop on best practices for designing multiple choice test questions. It introduces the workshop leaders and their roles. The workshop includes three discussion sections. The first asks participants to identify common reasons for misalignment between learning objectives and assessment questions. The second involves sharing sample test questions to analyze which learning objectives and Bloom's Taxonomy levels they represent. The third provides tips for writing test questions and asks participants to revise an existing question applying one of the tips.

1. Katherine Guevara
Associate Director of Clinical and Translational Research Education Programs
SC CTSI Education Resource Center (ERC) in Workforce Development (WD)
Rossier School of Education Faculty, University of Southern California (USC)
Gemma North
Associate Director of Evaluation & Improvement
SC CTSI Evaluation & Improvement
Writing Questions That Measure What Matters:
Best Practices for Designing Multiple Choice Test Questions
Discussion 1 (8 minutes)
Which of the common reasons for misalignment may be affecting your
assessment?
1. In breakout groups*, review the 6 common reasons for misalignment below
2. Select which of the 6 may be affecting your assessment
*If reviewing the recording of this session, you may complete this activity on your own as a reflection or
ask a colleague to complete it with you.
Common Reasons for Misalignment
1. Learning objectives are not specific and measurable
2. Learning objectives may not align with external professional standards (if
required)
3. Questions do not measure/match learning objective skills
4. Rotating faculty may not have taught to the learning objectives or may have
changed them
5. Faculty submitting questions yearly may not have received information/training
6. Questions may be written in ways that also test other skills unrelated to the
learning objectives (such as embedded cultural context)
Other?

2. Katherine Guevara
Associate Director of Clinical and Translational Research Education Programs
SC CTSI Education Resource Center (ERC) in Workforce Development (WD)
Rossier School of Education Faculty, University of Southern California (USC)
Gemma North
Associate Director of Evaluation & Improvement
SC CTSI Evaluation & Improvement
Writing Questions That Measure What Matters:
Best Practices for Designing Multiple Choice Test Questions
Discussion 2 (5 minutes)
In breakout groups*…
1. One person shares 1 multiple choice question from a real test they give
2. Other colleagues guess
– What learning objective skill was taught
– Which level of Bloom’s Taxonomy the question represents (see
below)
*If reviewing the recording of this session, you may complete this activity on your own as a reflection or
ask a colleague to complete it with you.

3. Katherine Guevara
Associate Director of Clinical and Translational Research Education Programs
SC CTSI Education Resource Center (ERC) in Workforce Development (WD)
Rossier School of Education Faculty, University of Southern California (USC)
Gemma North
Associate Director of Evaluation & Improvement
SC CTSI Evaluation & Improvement
Writing Questions That Measure What Matters:
Best Practices for Designing Multiple Choice Test Questions
Discussion 3 (10 minutes)
In breakout groups*…
1. Consult the list of 15 tips for writing test questions (see separate handout)
2. Prioritize 1 tip to use to analyze your test questions
3. With your colleagues’ assistance, revise at least 1 test question to better
align with the tip you prioritized
*If reviewing the recording of this session, you may complete this activity on your own as a reflection or
ask a colleague to complete it with you.
Example of Above
Prioritized Tip: The stem should be meaningful by itself and should present a
definite problem
Existing Test Question: Which of the following is a true statement? (not
meaningful)
Revised Question: Which characteristic is relatively constant in mitochondrial
genomes across species? (more meaningful)