Vb. Best Practices in Writing MCQs
E. Distractors
1) Ensure distractors are plausible.
1) Ensure distractors are plausible.
Distractors are incorrect answer choices in multiple-choice questions that are designed to test the examinee's depth of knowledge. Plausible distractors should be reasonable enough to make students think, but not so misleading that they confuse students who understand the material. Strategies for creating plausible distractors include drawing from common misconceptions, varying the complexity of distractors, and avoiding obviously humorous or out-of-place options.
BASIC Information
Distractors are incorrect answer choices in multiple-choice questions (MCQs). Their primary purpose is to assess the examinee's depth of knowledge by tempting them with options that appear correct but are not. A well-crafted distractor is essential for an MCQ's effectiveness.
For a distractor to be effective, it should appear to be a reasonable answer to someone who does not have a deep understanding of the topic. Implausible or obviously wrong distractors can make the correct choice stand out, defeating the MCQ's purpose.
INTERMEDIATE Information
Crafting an MCQ with plausible distractors requires a balance. The distractors should be reasonable enough to make students think but not so misleading that they confuse students who genuinely understand the material.
VIDEO
Multiple Choice Questions: The Correct Response and the DistractorsQuestion: "A 55-year-old male with a history of chronic obstructive pulmonary disease (COPD) presents with increased shortness of breath. Which of the following treatments is NOT recommended?"
a) Bronchodilators
b) Corticosteroids
c) Oxygen therapy
d) Nonsteroidal anti-inflammatory drugs (NSAIDs)
Here, all options are related to treatments that might be considered for respiratory symptoms. However, NSAIDs (d) are not typically recommended for COPD patients because they can cause fluid retention and exacerbate symptoms.
ADVANCED Information
Draw from Common Misconceptions: Utilizing common misunderstandings or misconceptions about a topic can help in framing distractors that seem likely but are incorrect.
Vary the Complexity of Distractors: Some distractors can be slightly off, while others can be completely unrelated but still plausible. This variation can test different depths of knowledge.
Refrain from "Funny" Distractors: While humor can lighten the mood, it shouldn't be at the expense of the MCQ's integrity. Obviously humorous or out-of-place distractors can detract from the question's seriousness.
Question: "A 35-year-old female presents with symptoms of fatigue, weight gain, constipation, and cold intolerance. Lab results reveal a high TSH level and a low free T4 level. What is the most likely diagnosis?"
a) Primary hyperthyroidism
b) Secondary hyperthyroidism
c) Primary hypothyroidism
d) Addison's disease
Here, all options are related to endocrine disorders. However, given the symptoms and the lab results, the correct answer is "Primary hypothyroidism" (c). The distractors, like "Addison's disease," are plausible since Addison's can also cause fatigue and weight changes. However, the specific combination of symptoms and lab results in the question points to hypothyroidism.
By constructing distractors that are relevant and plausible, educators can create MCQs that effectively challenge and assess the depth and accuracy of a student's understanding.