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Multiple Formats for Multiple-Choice Questions. Be aware of the different types of multiple-choice question formats, and create tests that are comprised of combinations of each format!. Type 1: Premise-Consequence Questions. Students must identify the correct outcome of a given circumstance.

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multiple formats for multiple choice questions

Multiple Formats for Multiple-Choice Questions

Be aware of the different types of multiple-choice question formats, and create tests that are comprised of combinations of each format!

type 1 premise consequence questions
Type 1: Premise-Consequence Questions
  • Students must identify the correct outcome of a given circumstance.
    • Keep in mind that the difficulty of a question increases as the number of correct opinions increase (i.e. “how many of the following statements are true?”)
premise consequence example
You are given a map with a scale that states that every 1/4th of an inch represents 20

miles. If 2 cities are 3 ½ inches apart, how many miles are actually between the two


14 miles

20 miles

125 miles

230 miles

280 miles

Premise-Consequence Example

Here you are given a specific situation and you have to determine the correct outcome!

type 2 analogy questions
Type 2: Analogy Questions
  • Students must map out the relationship between two items into a different context.
analogy examples
Analogy Examples
  • Doctor : Hospital
  • Sports Fan : Stadium
  • Cow : Farm
  • Professor : College
  • Criminal : Jail
  • Food : Grocery Store

There are many different types of analogy questions.

Having students make sense of things in terms of how they relate to other

concepts/objects is a good way to make learning meaningful!

type 3 case study questions
Type 3: Case Study Questions
  • Students are given a single, well-written paragraph that can provide material for several follow up questions.
case study examples
Case Study Examples

June, a 45 year-old waitress, has a history of high cholesterol and diabetes. She lacks health insurance coverage and does not qualify for Medicaid assistance. She usually has to travel 30 miles to the nearest free clinic for routine follow-ups and get free drug samples to manage her conditions. However, she is not always able to get time off or transportation to get to the clinic and has fallen through the cracks.

Based on the above case, which of the following illustrates June’s drug therapy problem?

  • Actual DTP
  • Potential DTP
  • Treatment Failure
  • Drug Safety Issue

You can observe the paragraph of information.

Numerous follow up questions can be generated from the paragraph.

type 4 incomplete scenario questions
Type 4: Incomplete Scenario Questions
  • Students must respond to what is missing or needs to be changed within a provided scenario.
incomplete scenario examples
Incomplete Scenario Examples

Use the diagram to answer the following question:

  • What is the layer located above the core?
  • Lithosphere
  • Outer Core
  • Crust
  • Mantle


Here students are presented with a situation and asked to fill in what is missing.

type 5 problem solving solution evaluation questions
Type 5: Problem Solving/Solution Evaluation Questions
  • Students are provided a problem and a proposed solution. Then, they must evaluate it based upon certain criteria.
problem solving solution evaluation examples
Problem Solving/Solution Evaluation Examples
  • Mr. John, 55, experienced slow pulse rate, episodes of nausea and visual
  • disturbances. Only observing these symptoms for the patient, the physician dispensed
  • a Digoxin to Mr. John. Using this information, would you evaluate the Dr.’s decision
  • was based upon the use of:
  • Drug Therapy Problems
  • Discussing Roles and Responsibilities
  • Clinical Indicators
  • Drug Therapy Management

Students are given a situation and a solution, and then they decide if it is appropriate based on certain standards.

type 6 reciprocal teaching questions
Type 6: Reciprocal Teaching Questions
  • Essentially this question places the student in the teacher’s shoes.
    • Teachers are constantly evaluating student’s work. Since evaluating is a higher order thinking skill, by “role playing” the teacher, students will use higher order thinking.
  • Students are given a scenario instructing them to evaluate statements as if they were the teacher.
reciprocal teaching examples
Reciprocal Teaching Examples
  • You are a Pharmacist. Your patient is a 51 year-old construction worker
  • with a history of skin cancer. You know from reading his chart that he
  • received initial surgical intervention and cancer-related specialty care in
  • Arizona 5 years ago. Since then, he has moved to Florida and has not had
  • any additional follow-up during that period. How would you classify his
  • drug therapy problem?
  • Actual DTP
  • Potential DTP
  • Treatment Failure
  • Drug Safety Issue

By role playing the pharmacist, the student can take on a new perspective and think critically about what they would do in this situation.

understanding it all
Understanding it All!
  • The different format of multiple choice questions allow teachers to add some variety to their tests.
  • In addition, utilizing different types of multiple-choice questions allows the student to explore different situations and perspectives!
final recap
Final Recap!
  • You understand how to write clear, higher-order thinking questions!
  • You understand the structure and guidelines to follow when creating your questions!
  • You know different types of questions you can utilize!
  • If you take the time to craft effective, multiple choice questions, you are a step closer to ensuring your students have learned what you are trying to impart to them!
  • Making better tests will in turn make you a better professor!
contact information
Contact Information
  • Please contact me when you have completed these presentations and let me know if you have any questions or comments.
  • Please email me after you complete the entire course and provide me with feedback on ways to improve the course!