The Art and Science of Item Writing: A Review of Established Guidelines for Multiple-Choice Questions
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| Title: | The Art and Science of Item Writing: A Review of Established Guidelines for Multiple-Choice Questions |
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| Language: | English |
| Authors: | René Schmauder (ORCID |
| Source: | Intersection: A Journal at the Intersection of Assessment and Learning. 2025 6(3):222-239. |
| Availability: | Association for the Assessment of Learning in Higher Education. 6844 Bardstown Road #910, Louisville, KY 40291. Tel: 502-406-8012; e-mail: info@aalhe.org; Web site: https://www.aalhe.org/intersection |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Test Construction, Multiple Choice Tests, Best Practices, Guidelines, Cognitive Processes, Difficulty Level, Test Reliability, Accuracy, Layout (Publications), Test Items |
| ISSN: | 2688-7207 |
| Abstract: | This review of guidelines for writing high-quality multiple-choice questions (MCQs) focuses on using MCQs to assess higher-order cognitive skills when designed effectively. While MCQs are widely used due to efficiency, poorly constructed items compromise assessment validity and student performance. Drawing from interdisciplinary research, we highlight best practices for item construction, including content alignment, stem clarity, distractor plausibility, and formatting consistency. We indicate common pitfalls and offer practical strategies to enhance the reliability, fairness, and diagnostic value of MCQs. By adhering to evidence-based principles, educators can create assessments that not only streamline assessment but also meaningfully measure student learning outcomes and higher-order cognitive skills. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494236 |
| Database: | ERIC |
| Abstract: | This review of guidelines for writing high-quality multiple-choice questions (MCQs) focuses on using MCQs to assess higher-order cognitive skills when designed effectively. While MCQs are widely used due to efficiency, poorly constructed items compromise assessment validity and student performance. Drawing from interdisciplinary research, we highlight best practices for item construction, including content alignment, stem clarity, distractor plausibility, and formatting consistency. We indicate common pitfalls and offer practical strategies to enhance the reliability, fairness, and diagnostic value of MCQs. By adhering to evidence-based principles, educators can create assessments that not only streamline assessment but also meaningfully measure student learning outcomes and higher-order cognitive skills. |
|---|---|
| ISSN: | 2688-7207 |
