Six guidelines for making the most of your multiple-choice questions

Image of students sitting in a university classroom

Most multiple-choice questions do not assess higher-order thinking—you either know the answer or you don’t—and if you do know the correct choice, it does not reveal depth of knowledge. 

Minna Ng, Assistant Professor of the Practice of Psychology and Neuroscience, discusses how to construct multiple-choice questions to better assess learning in an article published in The Teaching Professor. The full text of the article is available in .pdf form below.