Ministry of higher and secondary special education of the republic of uzbekistan kokand state pedagogical institute named after mukimi faculty of foreign languages department of the english language and literature course paper the theme: Types of

CHAPTER II. Using ”multiple choice questions”test methods
2.2 . Developing multiple choice .
Multiple choice test items can be used to test factual recall, levels of understanding, and ability to apply learning (analyzing and evaluating). Multiple choice tests can also provide an excellent pre-assessment indicator of student knowledge as well as a source for a post-test discussion. A class discussion can address why the incorrect responses were wrong as well as why the correct responses were right. Unfortunately, multiple choice questions are difficult to construct and can be challenging to select when using a test bank. The following information is designed to guide you in the development and pursuit of good multiple choice test items.
Multiple choice test items contain a stem which identifies the question or problem. The response choices contain the correct answer and several distractors. This guide provides some general strategies and tips for designing stems and distractors.[8]
Multiple-choice questions provide a number of options from which students select the best answer. The format of a multiple-choice question consists of two parts:

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  The stem, which is the introductory question, or an incomplete statement;
  
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  The options, consisting of the correct answer, and the incorrect answers (distractors).
  

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[8]. Hamilton, L., Halverson, R. Jackson, Ss, Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional decision making (NCEE 2009-4067).

Often a number of multiple-choice questions are grouped together to form a test.

When to use
They can be used to assess students' ability to:

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  recall information;
  
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  interpret graphs and diagrams;
  
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  understand concepts;
  
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  discriminate between fact and opinion;
  
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  make inferences from data; and
  
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  solve problems.
  

They assess students' ability to recognise a correct answer, rather than to construct an answer.
The theory
The options should provide plausible alternatives to the correct answer. Research into students' commonly held alternative understandings or responses provides a starting point for designing relevant distractors.