Multiple-Choice Questions

Introduction

Multiple-choice questions are widely used in online courses because they are flexible, efficient, and easy to grade, especially with auto-grading tools built into most learning management systems. They can also be highly reliable: in general, the more questions included on a test, the more dependable the results. For example, on a 25-question test, the odds of a student scoring 70% by guessing alone are extremely low (about 1 in 942,651).

However, these advantages depend on the quality of the questions. Poorly written multiple-choice questions can confuse learners and reduce the validity of the assessment. On the other hand, well-written questions accurately measure whether students have achieved the intended learning objectives. To write effective multiple-choice questions, focus on presenting a clear problem in the stem and providing plausible, well-constructed answer choices.

A Closer Look

The Parts of a Multiple-Choice Question

Breaking down the components of a multiple-choice question can help you construct stronger assessments.

Diagram illustrating the components of a multiple-choice question, with each part labeled. The stem — the question itself — reads: "3. What is chiefly responsible for the increase in the average length of life in the USA during the last fifty years?" Below it are four answer choices, collectively labeled "Alternatives." One is labeled "Answer": "*b. The reduced death rate among infants and young children." The remaining three are each labeled "Distractor": "a. Compulsory health and physical education courses in public schools"; "c. The safety movement, which has greatly reduced the number of deaths from accidents"; and "d. The substitution of machines for human labor."

  • The stem should be meaningful and present a clear problem.
  • The answer choices (i.e., alternatives) should be plausible, stated clearly, and free of clues that hint at the correct answer.

Checklist for Reviewing Multiple-Choice Questions

Use the checklist below to evaluate the quality of your multiple-choice questions before including them in an assessment:

  • Does the question assess learners’ understanding of key terms and concepts that align with the learning objective(s)?
  • Are the question and all answer choices stated clearly and concisely?
  • Are all answer choices plausible?
  • Is there one (and only one) correct or clearly best answer?
  • Are correct answers distributed randomly among the answer choices?

Example Question

Learning Objective: Learners will create an effective, asynchronous online course.

To design an effective course, learners must understand key components of the course development process. The example below illustrates how question quality can impact assessment validity.

Poorly Written Question

What is the most important part of a course?

a. Learning objectives – May be correct, but not clearly the single best answer

b. Your favorite sports team – Irrelevant and implausible

c. Assessments – Also potentially correct

d. All of the above – Should generally be avoided

What’s wrong with this question?
  • The phrase “most important” is vague and subjective.
  • More than one answer could reasonably be correct.
  • One distractor is clearly implausible.
  • “All of the above” reduces the quality of the item and can introduce test-taking strategies unrelated to learning.

Why avoid “All of the above” and “None of the above”?

Both of these options can make questions easier to guess without fully understanding the material. For example, if a student recognizes that two options are correct, they can often choose “All of the above” without evaluating the remaining choices. This means the question may measure test-taking strategy rather than actual learning.

⭐ Tip: Instead of using “All of the above” or “None of the above,” try writing three strong answer choices. Research shows that three well-written options are usually enough to assess understanding effectively, while also saving time for both test-takers and instructors.

Improved Question

What term describes what learners are expected to achieve as a result of a course?

a. Assessments – Related, but incorrect

b. Learning objectives – Correct

c. Learning resources – Related, but incorrect

Why does this question work better?
  • The question is clear, specific, and focused on a single concept.
  • There is one clearly correct answer.
  • All distractors are plausible and related to the topic.
  • The question directly aligns with the stated learning objective.

Additional Resources