Writing Better Multiple Choice Quiz Questions, Part 1

Many instructors use WebCT for quizzes, both in online and traditional classrooms, because it relieves the instructor of some of the grading load. WebCT allows different question formats, including multiple choice (including true/false), fill-in-the-blank, short answer, and paragraph. Instructors can set time limits for quizzes, and the software will grade all quiz question types except paragraph answers.

But there are concerns about multiple choice quizzes—do they test a student’s knowledge adequately? There are ways to improve multiple choice tests. Over the next few editions of this newsletter, we’ll explore some of these simple ways to make multiple choice tests better measures of student learning.

First, be sure the question is well written. It should have a stem that asks a single question, one or more correct answers, and distracters, or incorrect answers. The most basic type of multiple choice question looks like this:

The best time to develop assessments, or tests, is

1. about a week before the test is to be given.
2. after identifying the learning objectives for the unit or class.
3. after all lectures and projects relating to the material to be tested have been completed.
4. at least three weeks before the test is to be give

The item asks only one question, about when to write a test, and provides a correct answer, B. (Writing a test immediately after establishing what students should learn assures their mastery of these objectives is really what’s tested; this practice eliminates the tendency of tests or other assessments to drift from the learning objectives of the course.) The problem with this question is that it only tests simple recall of information, not any higher thinking skills.

But instructors aren’t restricted to this basic sort of multiple choice question. Other types include

• questions with more than one right answer; students select all that apply.
• questions that ask students to select the best answer from among several acceptable answers. This question type requires students to exercise judgment, a considerably more complex skill than just remembering information but which also requires that they do remember and apply the facts they’ve learned.
• questions that ask students to order the answers, which are steps in a procedure. This kind of question is particularly well suited for classes that teach procedures. Here is an example, courtesy of Brian Shonk, Director of Public Safety:

When an officer is arresting a suspect, what is the correct ordering of the following procedures?

• Identify yourself as law enforcement officer.
• Read the Miranda warning.
• Handcuff the individual.
• State the reason for arrest.
• Search the individual.
• Transport the individual to jail.
  
  
  1. 1, 2, 3, 4, 5, 6
  2. 1, 3, 4, 2, 6, 5
  3. 1, 3, 5, 4, 2, 6
  4. 1, 4, 3, 5, 2, 6

In the next issue, we’ll look at other ways to write challenging, fair multiple choice questions.
           

QUICK LINKS

Multiple Choice Quiz Questions Part 2

Multiple Choice Quiz Questions Part 3

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