Multiple Choice Questions and Its Uses

Multiple choice questions are the most widely used type of objective type test items nowadays. The main reason behind their popularity is their ability to measure a comparatively large number of various learning outcomes. Moreover, they are free from most of the shortcomings possessed by other test items like short answers, completion, true-false and matching type test items. Multiple choice test items have two parts. The first part is called the stem, which consists of either a direct question or an incomplete statement. The second part consists of alternatives which is further divided into two parts i.e. a response which consists of a correct response to the question asked in the stem and distracters which consist of items intended to confuse the students in selecting the correct response to the question asked in the first part(stem) of the test item. There are two types of multiple choice test items which are given as under:

1.    Correct-answer Type

Correct-answer type is used for measuring the surface knowledge of students about various things. It is used when the answer to the given question is  exactly and absolutely one. Correct-answer type test item can be presented in two forms which are given as under:

1.1   Direct Form

In direct form, a question is presented by the assessor in the form of interrogative sentence and the students are asked to answer it by selecting the correct alternative from the given list of options. For example:

Which one of the following plants belongs to the group of non-flowering plants?

A.  Wheat
B.  Rice
C.  Fern
D.  Maize

1.2   Incomplete Statement Form

This form of MCQs consists of an incomplete statement and the students are asked to complete it by selecting the correct options from the given list. For example:

First antibiotics was extracted from a ________.

A.     Bacteria
B.     Virus
C.    Fungus
D.    Plant

2.    Best-Answer Type

Best-Answer type is used for measuring complex, rather than simple or factual, learning outcomes. They are intended for testing the critical and analytical thinking abilities of the students. In this type of test items, like other multiple-choice question, usually more than one possible answer are given to the question, and the students are required to select the most suitable answer from the given options. In other words, all the given options seem more or less correct but only one of them is the best answer to the given question. Students often become confused in selecting the correct options. Therefore, only those students who are well versed in the tested area can answer it correctly. For example:

1.    Matter is the thing that occupies space and has __________.

a.    weight
b.    volume
c.    shape
d.    mass

Look at the above example each one of the given options seem fully or partially correct answer to the given  question but only one i.e. option d, is the best answer in them.

USES OF MULTIPLE CHOICE ITEMS

Multiple choice items can be used for measuring a variety of learning outcomes. Usually they are used for measuring the knowledge of students about various facts and terminologies, procedures, principles, methods and its application, and cause and effect relationship etc. The only exception of its use is in measuring the ability of students in selecting and organizing various thoughts and ideas about a given topic or subject, for which essay type test items are usually used.

LIMITATIONS

Besides its wide usability for measuring relatively a large number of learning outcomes, multiple choice items have some limitations also which are given as under:

i.    They can be used for measuring learning outcomes at verbal level only.

ii.   Sometimes finding of sufficient and plausible distracters are difficult.

iii.  As already mentioned, they can’t be used for measuring the ability

      of students to organize and presents ideas.

SUGGESTIONS FOR CONSTRUCTING MULTIPLE CHOICE ITEMS

Like other test items, multiple choice test items need expertise and careful planning before its construction. To benefit from its general usability and universal functionality, the following points should be kept in mind: 

1.    The wording of the item should be simple and clear.

2.    The stem of the test item should be concise and self-explanatory.

3.    The stem of the item should define the problem clearly and accurately.

4.     Avoid stating the stem negatively as far as possible.

5.    The alternatives should be relevant and free of clues.

6.    All the alternatives should be grammatically consistent with the stem.

7.    The distracters should be identical to the responses.

8.    Verbal association between the stem and correct answer should

       be avoided.

9.    The correct answer should be placed alternatively and randomly at different positions.

10. The use of “none of the above” or “all of the above” options should be avoided as far as possible.

11.  The “none of the above” option should be used for measuring computational skills and spelling ability.

12.  The multiple choice items should be used only when other test items are not appropriate for measuring the desired learning outcomes.

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Selection Type Questions and Its Uses

In selection type test items several possible answers/alternatives for each question are already given and the students are only required to select the correct or best answer in them instead of recalling facts or information from their own memories and supplying them. Therefore, this type of test items are  comparatively easy to answer than the supply type test items. Selection type test items are generally consist of the following Types:  

a.    True-false or alternative-response Type Test Items
This type of test items consist of declarative statements in which the students have to point out the true or false, right or wrong, or correct or incorrect statements according to the directions of the test developer. For example:

Read the following statements and write T for true and F for false statements.

i.  Plants release oxygen during photosynthesis.                                                       

ii. The atomic number of carbon is 10.

iii. Fern is a flowering plant.                        

b.     Matching Type Test Items

Matching type test items consist of two different sets/groups of statements, words, phrases, numbers, dates and events, symbols etc. These sets/groups are usually written in two opposite columns. For example, set X is written in column A while set Y is written in column B. Students are required to match an item in column A with an item in column B on the basis of some logical  relationship/connection between them. For example:

Match the animals in column A with their respective groups  in column B. You can use a word in Column B once, more than once or not at all.

Column A                 Column B

Snake                            Fish

Toad                              Mammals

Dolphin                         Reptile

Whale                           Amphibian 

Monkey                        Bird 

USES OF MATCHING TEST ITEMS

Matching test items are usually used for measuring the ability of students to identify a connection/relationship between two things. This relationship may exists in the form of time, date, place, events, class, physical characteristics etc.

ADVANTAGES:

i.    Matching test items can be used for measuring  the ability of students to identity the relationship among numerous things in a relatively short time.

ii.   Matching test items are easy to construct.

LIMITATIONS:

i.    Matching test items are limited to measuring the information based on root learning. So they can’t be used for measuring complex abilities.

ii.   They are highly susceptible to the presence of irrelevant clues, which minimize its functionality.

iii.  Sometimes, it is difficult to find relevant homogeneous materials to be used as the test items.

SUGGESTIONS FOR CONSTRUCTING MATCHING TEST ITEMS

i.    Use only homogeneous items in the list of premises (items for which a match is sought) and responses (items from which a selection is made).

ii.   The number of responses should be more than the number of premises.

iii.  Place the words in alphabetical order and numbers in sequence in the list of premises and responses.

iv.  Direct the students that they can use an item in the list of responses once, more than once or not at all.

v.    Tell the students about the basis upon which the match is sought.

vi.   Place responses to the right of premises.   

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