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Multiple Choice Questions that work
Design multiple choice questions that measure what matters
Multiple choice questions (MCQs) are one of the most widely used assessment tools in online learning, but they’re not without limitation. Critics argue they promote surface learning, rely on recall rather than understanding, and fail to measure application.
However, when designed well and used appropriately, MCQs can support knowledge building and provide rapid feedback at scale.
Where MCQs work
MCQs are best used to:
- Check recall and recognition of facts or concepts.
- Reinforce key learning through immediate feedback.
- Support self-assessment in formative contexts.
- Gauge understanding of procedures, rules, or terminology.
They are less effective for assessing:
- Complex reasoning or synthesis.
- Practical skills or judgment in context (unless scaffolded with scenarios).
- Reflective or creative thinking.
Research suggests that well-designed multiple choice questions can support learning by encouraging retrieval practice and providing meaningful feedback that helps learners address misconceptions.
Our top tips
Write clear, focused stems
Each question should ask one clear thing. Avoid convoluted wording or irrelevant background detail. Instead of asking, “Which of the following is not uncommon?”, ask, “Which of the following is rare?”
Tell learners what to do
Use instructive language to reduce ambiguity. If a question has more than one correct response, state it clearly:
“Which two (2) of the following actions improve accessibility?”
Avoid trick questions
MCQs should challenge learners, not confuse them. Avoid distractors that rely on pedantic detail or obscure exceptions. The goal is to assess understanding, not catch people out.
Use plausible distractors
Each incorrect option should be realistic and based on common errors or misconceptions, not random guesses. If distractors are too easy to dismiss, the question loses value. If they’re too tricky, they obscure learning.
Avoid negatives
Negatively worded questions such as “Which of the following is NOT recommended?” can trip up even knowledgeable learners. If you must include one, highlight the negative term:
“Which of the following is NOT considered part of the code of conduct?”
Align the language
The language in questions and responses should reflect the same language used throughout the content so that learners can make the connection. Using consistent terminology allows learners to recognise and apply the language introduced in the content, strengthening retention.
Use scenarios for context
To assess application, frame MCQs around short scenarios. This supports deeper thinking and moves beyond rote recall:
“A team member refuses to wear PPE on-site. Which action should you take first?” or include names for personalisation “Maya was working on site and….what should Maya do in this situation?”
Avoid “All of the above” and “None of the above”
These can encourage guessing and reduce the diagnostic value of the question. Instead, list discrete, assessable options.
Align to learning outcomes
Write each question to measure a specific objective or piece of content. Random, unfocused questions dilute the effectiveness of your quiz.
Mix in formative feedback
When possible, provide immediate feedback on why the correct response is right and why others are wrong. This reinforces key points and means that even “lucky guesses” will benefit from some additional context.
Multiple-choice questions don’t have to be guesswork. When designed well, they can measure understanding and support learning.
Brame, C. J. (2013). Writing good multiple choice test questions. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/
Butler, A. C. (2018). Multiple-choice testing in education: Are the best practices for assessment also good for learning? Journal of Applied Research in Memory and Cognition, 7(3), 323–331. https://doi.org/10.1016/j.jarmac.2018.07.002
Haladyna, T. M., & Downing, S. M. (2004). Construct-irrelevant variance in high-stakes testing. Educational Measurement: Issues and Practice, 23(1), 17–27. https://doi.org/10.1111/j.1745-3992.2004.tb00149.x
Moreno, R., & Mayer, R. E. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3), 309–326. https://doi.org/10.1007/s10648-007-9047-2
