ABSTRACT
This chapter discusses both the advantages and the limitations of multiple-choice items, and the qualities desired in multiple-choice items and numerous variations of the format. It provides an opportunity to practice developing and critiquing multiple-choice items. Multiple-choice items are popular among many teachers. Although used less frequently in the very early grades, by the later elementary grades they are used more often. Critics of the multiple-choice format sometimes claim that it can only be used to measure knowledge-level cognitive objectives. Matching represents a variation of the multiple-choice format. It is used fairly regularly in literature, social studies, and science classes, but is also used, on occasion, with almost any subject-matter. Sometimes the multiple-choice format is used for mathematical computation items. The chapter examines the various ways that multiple-choice items can be used in the classroom.
