Multiple Choice Tests

Christina Ballantyne

Objective tests are made up of short questions, termed items. The most common is the multiple choice test. Students must select the correct answer from a number of possible answers. The incorrect answers are termed distractors. These distractors should embody misconceptions, partly correct answers and common errors of fact or reasoning ie they distract students who are not well prepared for the test from giving the correct answer.

Multiple Choice Questions (MCQ) are usually used to test a student's ability to recall information, to interpret data or diagrams and to analyse and evaluate material.

Strengths and Weaknesses of Multiple Choice Tests

The principal strengths of MCQ tests are:

• They test a wide range of issues in a short time.
• Assessment is not affected by a student's ability to write.
• They can be reliably marked as all answers are predetermined.
• They can be quickly marked by computer.
• Computer marking gives easy access to an item analysis of questions to pinpoint problem areas for students.
• A large bank of questions can be built up to reduce future preparation time.
• They can be used for quick revision at the start or end of a class and marked by the students.

The principal weaknesses of MCQ tests are:

• They do not test the student's ability to develop and organise ideas and present these in a coherent argument.
• It takes a long time to write plausible distractors - especially in cases where higher order cognitive skills are being tested.
• Restrictions are placed on the student's answers as they must select from your alternatives.
• Guessing may result (but plausible distractors will result in intelligent guessing).
• Questions are often re-used which means attention to security.
• Questions need to be pre-tested and items reviewed to ensure the validity of the items.

Top of page

Constructing Multiple Choice Test Items

Writing MCQs is a relatively difficult task. However, the effort expended in item construction is rewarded by the ease and reliability of marking. There needs to be:

• a clear and unambiguous question (or item stem)
• an answer which is correct
• several (usually 3 or 4) distractors which appear plausible to students without the ability to recognise a correct answer
• a coherence to the content matter to be examined

Standard Form of a MCQ

Useful Tips

• The stem or question should be worded simply.
• The stem or question should involve one issue only.
• Negative premises are undesirable and may especially disadvantage ESL (English Second Language) students.
• The answer to one question should not be obtainable from another question.
• The distractors should be brief and as homogeneous as possible.
• The distractors should be plausible ie common errors made by students.
• Use at least 3 distractors to reduce the chance of guessing the correct answer.
• Avoid distractors that provide clues eg. phrases from text books.
• Group similar types of MCQ together.
• Avoid using a pattern for the position of the correct response.

An interesting and informative PowerPoint presentation on writing multiple choice questions - http://www.phil-race.net/Dowloads/mcqDesign.ppt

Some useful suggestions on writing multiple choice questions to test higher order thinking skills - http://www.uct.ac.za/projects/cbe/mcqman/mcqappc.html

Top of page

Scoring and Analysis of MCQ Tests

Computer marking of MCQ tests is available from the Teaching and Learning Centre. This service provides a rapid turnaround time for results and a detailed analysis of multiple choice items. The analysis shows:

• individual students' total scores
• the class distribution of scores
• the performance of individual test items to allow informed
  modifications to the test if necessary

To request this service please contact IRES research staff (x2974) with details of the number of students, date of test and account to be charged.

Top of page

Preparing Students to Take an MCQ Test or Examination

Students need to be well prepared to take an MCQ test using computer readable answer sheets.

Several days before the test, show students the answer sheet they will be required to use. This can be achieved by making an OHP of the answer sheet and indicating to students how they must record their personal details and answers.

If MCQ tests are a regular feature of your unit, information on MCQ test taking could be included in the Study Guide.

Emphasise to students that they should:

• use a 2B pencil (you may wish to supply these),
• enter their name and student number using the appropriate boxes and the ovals below (it is not enough to fill in the box as the scanner reads only the completed ovals),
• read and follow the directions on the answer sheet (it is useful to repeat these instructions on the question paper),
• fill in the appropriate answer box completely as shown in the example on the answer sheet.
• make no stray marks on the answer sheet. Any wrong marks or smudges need to be completely erased. Students should ensure they bring an eraser to the test.

Top of page

The Optical Mark Reading Scanner and Data Analysis Software

Students record their answers to MCQ on a machine readable answer sheet. These sheets are fed through an Optical Mark Reading Scanner (OMR) in TLC. The OMR allows automated data entry that turns pencil marks into useable computer information. If two or more circles are filled in on the answer sheet, or the correct answer is carelessly marked, the question will be marked 'wrong'. Specially written software controls the test scoring and analysis. The TLC undertakes regular quality control checks to ensure the system is reliable.

The software analyses the students' answers to produce the Test Scoring and Analysis output.

Top of page

Reading List

Andrich, D. (1994) Educational Measurement. Unit Materials: Module 6. Murdoch University.

Ebel, R. L. (1965) Measuring Educational Achievement. Prentice-Hall Inc: New Jersey.

Newble, D. and Cannon, R. (1989) A Handbook for Teachers in Universities and Colleges. Kogan Page: London.

If you wish to organise the marking of a multiple choice test, contact IRES research staff (x2974) with details of the number of students, date of test and account to be charged.

The cost for this service (for Murdoch staff) is -

• 35 cents per marked sheets plus
• $60 administration charge for tests with less than 100 students
• $90 administration charge for tests with 100, or more, students

Test Scoring and Analysis

Top of page