CONSTRUCTION

OF MULTIPLE

CHOICE

QUESTIONS

PROF VINCENT PANG

FACULTY OF PSYCHOLOGY AND EDUCATION

UNIVERSITI MALAYSIA SABAH

OBJECTIVE ITEMS

The group objective test based on item

response requires the candidate to give

short answers individually. The questions are

divided into two formats, which are

questions and statements.

CONSTRUCTION OF

OBJECTIVE ITEMS

1. Free Response /Fill in the blanks:

1. Item should be phrased as brief as possible so that

short responses in the forms of single words, numbers

or phrases are expected.

2. Avoid using the same word in the textbook or lecture

notes in the question/statement.

3. Only one right answer

4. Straight to the point.

5. Avoid using many blanks in the statements.

6.

6. The blanks must be expecting significant words/phrases.

7. Make sure that only 1 word/phrase can fit in the blank.

8. Make sure that there are no clues in other parts of the question paper.

9. Make sure that the answer bracket/line are of the same length. Prepare a marking scheme/guideline that contains all possible correct answers.

10. Give one mark for each correct answer.

2. Fixed Response

the candidate is not required to write an answer but

to choose one answer of the multiple choices given.

The item for this objective test normally consists of

a main question with a few choices of answer for

each item.

There are four main items for this objective test, which

are right-wrong item, compatibility/matching item,

classification item, and multiple choice item.

Right-Wrong

This item has only two choices, which are right or wrong.

The rules of constructing a right-wrong item are:

1. The number of right/wrong statements should be somewhat equivalent.

2. Use short and comprehensible statements.

3. Avoid using unimportant, grey or misleading statements.

4. Avoid using specific indicators.

5. Avoid using main questions that are too general/generic.

6. Avoid using negative statements or statements that contain two negative elements. Eg. There is not one step in the experiment that is unimportant.

7. Ensure that the statement contains only one main idea.

8. Avoid constructing/copying questions directly out of the text book.

Matching Item

This item normally consists of two groups of relating objects. The

candidate is required to choose an answer by matching the related

objects by connecting the object located on the right side with the

objects on the left (using alphabets, drawing a line….)

Rules in constructing compatibility item:

1. The number of items in the left column should differ from the

number of items in the right column.

2. The base/idea for matching should be logical.

3. Ensure the attempts to match the test item are homogenous

(within the same criteria).

4. Make sure that the candidate understands the instructions given

5. Make sure all the items and answer choices are on the same page.

6. Arrange the items and options in a systematic manner.

Classification Item

consists of two relating groups of

objects/statements/remark.

Candidate is required to categorise/classify

the objects into two or more

categories/classes.

Multiple Choice Item

- the most commonly used item due to its

effectiveness to measure the a candidate’s

achievement in learning activities.

- A Multiple choice item consists of three parts,

which are

- The stem

- The key

- Distractors

Constructing multiple choice item:

1. The main question should be written in simple language. It can be written in question form or incomplete sentence.

2. The level of difficulty should be based on the competency level as stated in Test Specification Table.

3. Negative stems should be limited or avoided. Should the negative form be used, words such as “not” or “no” should be written in bold or underlined.

4. Figures and charts in the stem should be accompanied by a relating caption.

5. Options should be written along with the stem. Example, if the candidate is required to give a number as an answer, then all options should be in number form.

6. Avoid repeating the same words in each option.

5. Allow reasonable number of options.

6. Make sure there is only one key.

7. The distractors play an important role in

preventing guesses. This can be done in

many different ways such as writing the

distractors similar with the key, the

distractors appear to be the key

8. The content of the options are arranged in

an order.

9. Distractor such as “There is no correct

answer” or “All of the above” is best avoided

or limited.

10. Standard format should be adopted when

constructing the structure of the item (Garis

Panduan Pentaksiran dan Penilaian).

Strengths of the Objective Test

The objective test has high objectivity features

The test has reliability features

The test can be used for different topics or fields within a

certain subject.

The items encompass various areas or fields.

Candidates who are weak in language skills can answer

objective item easily.

This objective test are easily administered and marked.

The objective test is best used as summative test because it

could test many different fields and areas within a given time

Results of the objective test are easily interpreted with item

analysis

Weakness of Objective Test It is difficult to construct objective items to test higher level of

cognitive areas, such as analysis, synthesis and

observation/evaluation.

a lot of effort, time and cost to construct high quality item.

It encourages candidates to guess the answer.

Objective test is unsuitable to be used in formative evaluation.

This test can not test the skills in forming and explaining ideas

in writing.

Candidate who has been practising in answering objective item

from previous years would be able to increase his/her

performance in the next objective test.

Smart candidates would not be studying much as they would

use elimination method. Candidates would eliminate wrong

answers and thus guess the possible right answers.