Multiple-choice

Test

Aco, Lorna

Multiple-choice test-is the most commonly

used format in

measuring student

achievements at

different levels of

learning.

3 parts of multiple-choice

test:

Stem – represents the problem or

question usually expressed in

completion form or question form.

Keyed option – is the correct answer.

Incorrect options or alternatives –

also called distracters or foil.

Example:

What is the most stable

measure of central

tendency?

A. Mean

B. Median

C. Mode

D. Mean and Median

General Guidelines in

Constructing Multiple-choice Test:

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 evaluate

about quotations, present actual

quotations from secondary sources like

published books or newspapers.

Use tables, figures, or charts when

asking questions to interpret.

Use pictures if possible when students

are required to apply concepts and

principles.

List the choices / options vertically not

horizontally.

Avoid trivial questions.

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 to increase difficulty

of the item.

Do not use “none of the

above” options when asking

for a best answer.

Avoid using “all of the

above” options.

Guidelines in Constructing the

Stem:

The stem should be written in

question form or completion form.

Do not leave the blank at the

beginning or at the middle of the

stem when using completion form

of a multiple –choice type of 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 phrase like “not” or

“except.” Underline or

capitalize the negative

words if it cannot be

avoided.

Avoid grammatical clues in

the correct answer.

Guidelines in Constructing Options:

There should be one correct or best answer

in each item.

List options in vertical order not a horizontal

order beneath the stem.

Arrange the options in logical order and use

capital letters to indicate each option such

as 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.”

Guidelines in Constructing

the Distracters:

The distracters should be

plausible.

The distracters should be equally

popular to all examinees.

Avoid using ineffective distracters.

Each distracter should be

chosen by at least 5% of the

examinees but not more than

the key answer.

Revise distracter(s) that are

over attractive to the

teachers. They might be

ambiguous to the examinees.

THE END

Advantages of Multiple-

choice Test:

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.

Disadvantages of Multiple-

choice Test:

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.

End

Evaluation:1-3. Give the (3) parts of multiple-

choice item.

4-5. Give (1) advantage and (1)

disadvantage of multiple-

choice test.

6-10. Construct (1) multiple-choice

item.