Guidelines in Making 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