A multiple-choice question (MCQ) is made up of two parts: a body that identifies the question or problem and a set of alternatives or possible answers that contain the key that is the best answer for the question or problem. question and some scattering that are logical but incorrect answers to the question. Students answer multiple-choice questions that indicate which option they think is the best answer or complete the quiz. There are many benefits to using MCQ for assessment. A major advantage is that the questions are easy to correct and can even be checked by computer, making it an attractive assessment method for large classes. A well-designed MCQ allows for a wide variety of content and objectives to be tested and provides an objective measure of a student’s ability. Multiple choice questions are difficult and time-consuming to create. Students will find this easier if they write down a few questions each week, maybe after a lecture when the concepts are still fresh in their heads. Questions must use the same terminology used in the course. Avoid using unfamiliar expressions or terms from a foreign language, unless measuring knowledge of that language is one of the goals of the question. Students’ ability to weed out distractions with unfamiliar terms is incorrect. Avoid giving verbal alignment cues from the body in the key. If the keyword uses words very similar to the words found in the options, students are more likely to choose it as the correct answer. Questions should be designed so that students who know the concepts can find the correct answer. Questions designed to lead students to a wrong answer, either by misrepresenting or by emphasizing an unimportant detail of the solution, violate this principle.
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