In fact, there are many different types of questions which educators can use to assess learning outcomes. However, it might be a challenging task for writing good test questions measuring learners’ capability correctly.Cognitive learning theory in the classroom this article will explain in detail some rules to write effective multiple choice questions, one of the most widely used methods for testing learners’ knowledge.Cognitive learning theory in the classroom

Basically, multiple choice questions are pick-one questions having only one correct answer. Other choices act as the “distractors” which are meant for drawing learners’ attention away from the real answer.Cognitive learning theory in the classroom every multiple choice question contains two parts: stem and alternatives. Particularly, stem is the question comprising the problem needs to be solved.Cognitive learning theory in the classroom while alternatives part consists of the various options from which learners choose one correct answer.

When it comes to improving learners thinking, it reminds us to bloom’s taxonomy theory.Cognitive learning theory in the classroom according to bloom, there are six levels within the cognitive domain: remember, understand, applying, analyze, evaluate and create. This means the last goal of using different question types in the lesson not only remember or understand knowledge but also judge and create new things.Cognitive learning theory in the classroom hence, multiple choice questions have to take on many tasks. Checking comprehension as well as helping learners develop their higher-level thinking such as problem-solving, critical thinking, creativity.Cognitive learning theory in the classroom so, don’t waste time with the questions assessing knowledge of trivial facts.

On the whole, it is a good way to start the multiple choice questions with question words.Cognitive learning theory in the classroom if you want to test learners’ factual knowledge, you can use “what”, “who”, “when” and “where” questions. Additionally, “which”, “why” and “how” questions are recommended to test learners’ applying and analyzing knowledge.Cognitive learning theory in the classroom using simultaneously question words with simple structure help learners have clear orientation on what they should find out in the answers. Moreover, “ the stem would be presented in the form of a clear and complete question, focusing on getting a clear answer rather than holding a partial sentence” (statman, 1988).Cognitive learning theory in the classroom in other words, a full sentence ending with a question mark is preferable than a sentence with blank.

In fact, learners often have difficulty understanding items with negative phrasing (rodriguez, 1997).Cognitive learning theory in the classroom if test-takers are familiar with the material, negative word can confuse them because they don’t initially observe it. As a result, they may make mistakes when answering negatively worded stems.Cognitive learning theory in the classroom however, in case you must use it, highlight the negative word in uppercase or bolding them so that it is obvious to learners. So, instead of writing: which country does not have a king or queen?Cognitive learning theory in the classroom it is better for writing like this:

As mentioned before, multiple choice questions are questions type having one-best-answer-items. So, there should be only one option which is clearer than the other options.Cognitive learning theory in the classroom if not, it will make learners confused and difficult to decide which is most correct. For example, four options in the below picture make learners bewildered which more correct.Cognitive learning theory in the classroom neither is correct all of the time.

Undoubtedly, alternatives should be stated clearly and concisely. Thus, make sure all the options are grammatically parallel to each other.Cognitive learning theory in the classroom this will make learners think carefully to find the correct answer instead of basing on grammar mistakes. What’s more, don’t use answer length as a hint to find correct option.Cognitive learning theory in the classroom in some cases, learners tend to guess the answer depends on its length. Often the longest is the most correct. However, if you cannot manage all four options to the same length, use two long and two short.Cognitive learning theory in the classroom here is an example of a question with parallel grammatical answers:

It is clear that the function of the incorrect options is to distract learners’ attention.Cognitive learning theory in the classroom thus, you may evaluate who is really comprehend and concentrate on the course content. If the distractors are farfetched, test-takers will locate the correct answer with ease, even if they have little knowledge.Cognitive learning theory in the classroom so, making all options plausible to avoid learners guessing the correct answer. In this example, it’s quite easy for learners to realize the difference between all options and it is unlikely that learner would pick the options A, C or D.Cognitive learning theory in the classroom

These options are not nice for alternatives. Here’s why. All of the above seems to be obvious give-away answer. To put it in another way, this helps learners can pick right option even if unsure about other alternatives.Cognitive learning theory in the classroom if they elicit two of the options are correct, the answer must be all of the above , definitely. Whereas, if they find one is wrong, the answer must not be all of the above .Cognitive learning theory in the classroom many test-takers tend to read the first option, determine that is correct or not and be misled into choosing it without reading all of the options.Cognitive learning theory in the classroom

It is necessary to distribute randomly the correct response. Make sure that most of your correct options aren’t in the “B” or “C” positions, which can often happen.Cognitive learning theory in the classroom so, don’t let the order of the true answers becomes a hint for learners. When you complete writing multiple choice questions, go through and reorder the place of the correct answers.Cognitive learning theory in the classroom