How can I write effective MCQs?

The following are suggestions for writing successful questions.

DO	DON’T
Before you start writing each question, identify what it is you are trying to test – knowledge? understanding?	Give away answers to a previous question with a later question – look at your test as a whole.
Consider the use of alternative question formats if the simple format doesn’t serve your purpose	Include superfluous or irrelevant information in the stem.
Phrase questions as clearly and concisely as possible, avoiding complex language.	Compose stems which give clues to the key.
Write a stem which clearly specifies what the question is asking for.	Use negatives in the stem too often.
Include common information in the stem rather than repeating it in the options.	Write a key that is longer, more complex or more specific than the distracters.
Ensure any negatives in the stem are clearly highlighted.	Have more than one key (unless this is specified to students).
Make your distracters as plausible as possible.	Forget to randomise the location of the key within the options.
Focus on common student mistakes as areas for questions and/or distracters.	Use questions without piloting them on colleagues first.

General tips

There is no set rule about the number of options you should include. The greater the options the smaller the mathematical chance of correct guesswork, but research shows that questions with more options are not necessarily harder (see McKenna and Bull, 1999, p8), so you may be making unnecessary extra work for yourself. Be cautious about using “all of the above” or “none of the above” to increase the number of distracters. “All of the above” gives too much help to students with limited knowledge, because it must be the correct answer if two of the distracters are true. “None of the above” is less problematic (although it does not test that students actually know the correct answer, only that they can eliminate wrong ones), but avoid over-using it and make sure it is sometimes the correct answer, rather than an add-on because you are stuck for a final distracter!

Avoiding common errors

The following are some ‘poor’ questions with suggestions as to how they can be improved. For a thorough guide to drafting MCQs see McKenna and Bull (1999) and Kehoe (1995).

Question 1: Which one of the following sections provides for the appointment of new trustees?

1. Section 40 of the Trustee Act 1925
2. Section 39 of the Trustee Act 1925
3. Section 36 of the Trustee Act 1925
4. Section 53 of the Trustee Act 1925

Here information is repeated in all the options needlessly. An improved question would place common information (“of the Trustee Act 1925”) in the stem rather than the options. Note how the stem emphasises that there is only one correct answer.

Question 2: Equity looks to

1. Overrule the common law
2. Intent rather than form
3. Establish its superiority
4. The common law

This stem is vague. The purpose of the question could be made clearer by changing the stem to “Complete the following equitable maxim. Equity looks to”

Question 3: Which one of the following is NOT an equitable maxim?

1. Equity looks to intent rather than form
2. Equity deserves obedience
3. He who comes to Equity must come with clean hands
4. Delay defeats equity

An acceptable question in itself but gives clues to the previous question. Always check your test as a whole for hidden give-aways. Note how the negative in the stem is clearly identified.

Question 4: Bill secretly wants to provide financially for his mistress Brenda when he is dead without his wife finding out. Which of the following types of trust is the BEST way for Bill to achieve his wishes?

1. A resulting trust
2. A secret trust
3. A constructive trust
4. A purpose trust

This question gives clues to the answer in the stem of the question.

Question 5: In which one of the following cases was Mr Hunter the settlor?

1. Oughtred v IRC
2. Grey v IRC
3. Vandervell v IRC
4. Broadway Cottages v IRC

This is a clearly phrased factual knowledge-based question. But how important is it that students know the answer to this? Questions should relate to the intended learning outcomes. In addition, an alert student might well have noticed by now the question-setter’s preference for (b) as the key and correctly choose Grey v IRC! Putting your options in strict alphabetical order achieves randomisation and minimises the potential for students to ‘calculate’ mathematically whether the answer ‘must be’ a particular option.

Drafting questions for different skills

Knowledge-based questions:

• useful for testing recall of factual points like terms, case names, section numbers and procedures, for example: Which statement best defines the term…? Which case is authority for the principle that…? Which statement best expresses the principle of…?
• can be combined with comprehension/application questions or used on their own to test ‘basics’
• particularly useful as introductory questions in an MCQ test
• can vary in difficulty, but avoid increasing the difficulty by setting questions on obscure points beyond the intended learning outcomes

Comprehension questions:

• useful for testing students’ ability to interpret or summarise primary and secondary material
• can be used to encourage students to distinguish cases on their facts (see
  example A)
• the stem can be in the form of an analogy (see example B) to test students’ ability to compare and contrast material
• especially valuable as a formative tool with feedback

Application questions:

• useful to test students ability to apply knowledge to given scenarios (see
  example C)
• can be used in sequence from one problem scenario with increasing complexity (see example D)
• can vary in difficulty from comparatively straightforward to complex situations
• can be used effectively in both formative and summative assessments

Example A: In relation to each of the cases listed below, how would you classify the detriment on which the claimant relied?

1. Some direct financial contributions, but mainly sought to rely on indirect financial contributions
2. Some indirect financial contributions, but mainly sought to rely on non-financial contributions
3. Indirect financial contributions only
4. Non-financial contributions only

1. Burns v Burns
2. Midland Bank v Cooke
3. Eves v Eves
4. Lloyd’s Bank v Rosset
5. Grant v Edwards
6. Cooke v Head

Example B: Within the Law of Property Act 1925, Section 53(1)(b) is to declarations of trusts of land as Section 53(1)(c) is to:

1. Declarations of trusts of personality
2. Declarations of implied interests
3. Dispositions of secret trusts
4. Dispositions of equitable interests

Example C: Bill and Ben are trustees of a large trust fund. The beneficiaries, Charles and Camilla are contingently entitled to the fund. Bill and Ben wish to use income from the fund to pay for Charles and Camilla to attend private school. Which section of the Trustee Act 1925 would allow them to do so?

1. Section 31
2. Section 32
3. Section 52
4. Section 53

Example D: Raj and Sophie, who have never married, have two children; Ben aged 8 and Shazia aged 2. Raj and Sophie’s relationship has ended, and Sophie has married Carlton. Raj has agreed that the children should live with Sophie and Carlton for the time being.

For questions 1 – 8, the options are:

1. Raj and Sophie only
2. Raj, Sophie and Carlton
3. Sophie and Carlton only
4. Sophie only
5. Raj only

1. Who has parental responsibility for the children at present?
2. If section 8 orders are required in respect of the children, who could apply as of right (without leave) for any section 8 order?
3. And who would be able to apply as of right (without leave) for a residence or contact order?
4. If Raj obtained a contact order to see the children every week, who would have parental responsibility for the children?

It is two years later. Ben is now aged 10 and Shazia is aged 4. Raj obtains a residence order so that Ben can live with him. Sophie and Carlton adopt Shazia.

5. Who now has parental responsibility for Ben?
6. Who now has parental responsibility for Shazia?

It is three years later. Sophie and Carlton divorce. Sophie and Raj resume their relationship and get married.

7. Who now has parental responsibility for Ben?
8. Who now has parental responsibility for Shazia?

Alternative question formats

Variations on the simple MCQ can provide more scope for testing particular skills and/or to increase difficulty. With alternative question formats it is especially important to give students the opportunity to ‘practice’ before completing a summative assessment. The most common variation is the combined response question, for example:

Which two of the following requirements are necessary to create a valid fully secret trust?

1. The terms must be communicated to the trustee
2. The beneficiaries must be named in the terms of the will
3. The terms must be communicated to the beneficiaries
4. The trustee must accept the terms of the trust

1. 1 and 2
2. 3 and 4
3. 1 and 4
4. 2 and 3

For other alternative question formats, see McKenna and Bull (1999) and Kehoe (1995).

Last Modified: 4 June 2010