2.

4 The Writing of Multiple-Choice Test (MCT)

  The multiple-choice test is regarded as one of the best forms of testing, and it is widely – used
in a standardized test due to its flexibility and objectivity in scoring. Also, this type of test is
accompanied by several possible answers from which the candidate must try to choose the
correct one. As a guideline, below are the part of a multiple-choice test.

The stem of a multiple-choice item is the part to which the student is to respond. The Options
are the choices from which examinees are to choose. There are two kinds of options: the Key is
the correct or best choice; the Distracters are incorrect or less appropriate choices. Reganit et al.
(2010), provided the checklist for writing the Matching -Type Test.

Checklist for Writing Multiple-Choice Items

Factors YES
1. Are the item and the main problem presented clearly?
✔
2. Has the item been cast so that there is no repetition of keywords for phrases for each
option? ✔

3. Do the options come at the end of the stem?

✔
4. Have the responses been arranged in some systematic fashion, such as
alphabetically or by the length of options? ✔

5. Are all distracters plausible?

✔
6. Have all irrelevant clues been avoided?
✔
7. Are the correct answers randomly assigned throughout the test with approximately
equal frequency? ✔

8. Is there only one correct or best answer?

✔
 9. Has “all of the above” been avoided?
✔
10. Has the “none of the above” option been used sparingly or only when appropriate?
✔
11. Have overlapping options been avoided?
✔
12. Have negative statements been avoided? If used, has the negative been underlined
or written in capital letters? ✔

General Guidelines in Constructing Multiple-Choice Test (Source: Gabuyo, 2012) 

1. Make a test item that is practical or with real-world application to the students. 

2. Use a diagram or drawing when asking a question about the application, analysis, or
evaluation.

3. When asked to interpret or evaluate quotations, present actual quotations from secondary
sources like published books or newspapers.

4. Use tables, figures, or charts when asking a question to interpret.

5. Use pictures if possible when students are required to apply concepts and principles. 

6. List the choices/ options vertically, not horizontally.

7. Avoid trivial questions. 

8. Use only one correct answer or best answer format. 

9. Use three to five options to discourage guessing. 

10. Be sure that distracters are plausible and practical.

11. Increase the similarity of the options to increase the difficulty of the item. 

12. Do not use "none of the above" options when asking for the best answer.
13. Avoid using “all of the above” options. It is usually the correct answer and makes the item
too easy for the examinee with partial knowledge. 

Guidelines in Constructing the Stem   (Source: Gabuyo, Yonardo, 2012)

1. The stem should be written in question form or completion form. Research showed that it is
more advisable to use question form. 

2. Do not leave the blank at the beginning or in the middle of the stem when using completion
form or multiple-choice type of test.

3. The stem should pose the problem thoroughly.

4. The stem should be clear and concise. 

5. Avoid excessive and meaningless use of words in the stem. 

6. State the stem in positive form. Avoid using the negative phrase like "not" or "except."
Underline or capitalize on the negative words if it cannot be avoided. Example: Which of the
following does not belong to the group? Or which of the following does NOT belong to the
group?

7. Avoid grammatical clues in the correct answer. 

Guidelines in Constructing Options  (Source: Gabuyo, Yonardo, 2012)

1. There should be one correct or best answer in each item. 

2. List options in vertical order, not a horizontal order beneath the stem.

3. Arrange the options in a logical order and use capital letters to indicate each option, such as
A, B, C, D, C, E.

4. There must have no overlapping options; keep it independent.

5. All options must be homogenous in content to increase the difficulty of an item. 

6. As much as possible the length of the options must be the same or equal. 

7. Avoid using the phrase “all of the above.” 

8. Avoid using the phrase “none of the above” or “I don’t know.” 

Guidelines in Constructing the Distracters  (Source: Gabuyo, Yonardo, 2012)

1. The distracters should be plausible. 

2. The distracters should be equally popular to all examinees. 

3. Avoid using ineffective distracters. Replace distracter(s) that are not effective to the
examinees. 

4. Each distracter should be chosen by at least 5% of the examinees but not more than the key
answer. 

5. Revise character(s) that are over attractive to the teachers. They might be ambiguous to the
examinees.

Examples of Multiple-choice Items according to Level

 Advantages and Disadvantages of Multiple Choice Test   

 (Source: Gabuyo, Yonardo, 2012) 

Advantages Disadvantages
 Time-consuming to construct a
 Measures learning outcomes from the
good item.
knowledge to evaluation level. 
 Difficult to find effective and
 Scoring is highly objective, easy, and reliable.
plausible distracters. 
 Scores are more reliable than a subjective type
 Scores can be influenced by the
of test.
reading ability of the examinees. 
 Measures board samples of content within a
 In some cases, there is more than
short period.
one justifiable correct answer. 
 Distracters can provide diagnostic
 Ineffective in assessing the
information. 
problem-solving skills of the
 Item analysis can reveal the difficulty of an students. 
item and can discriminate against the good and
 Not applicable when assessing the
poor performing students.
students’ ability to organize and
express ideas.