Multiple choice quiz maker

Writing multiple-choice questions that measure something

These guidelines follow the item-writing rules summarised by Haladyna, Downing and Rodriguez (2002), the review most assessment textbooks draw on:

• Put the question in the stem. A student should be able to answer before reading the options. "Photosynthesis…" is not a stem; "Which gas do plants release during photosynthesis?" is.
• Three good options beat four weak ones. Research finds that three-option items are about as reliable as four-option ones, because the fourth distractor is usually one nobody picks.
• Make distractors plausible. Base them on real mistakes: a common misconception, a calculation slip, a word that looks similar.
• Keep options parallel. Same grammar, similar length. The longest, most detailed option is often the right one, and students know it.
• Skip "all of the above" and "none of the above". They reward partial knowledge and test-taking skill more than understanding.
• Avoid negatives, or bold them. "Which is NOT…" questions are missed for reading reasons, not content ones.

Why the number of options matters

Every multiple-choice question gives a guesser a free chance. With four options that's 25% per question, and on a short quiz those chances add up. Move the sliders to see how the question count and pass mark change what a score can tell you.