The Efficacy of Plausible Distracters in the Development of Multiple-Choice Questions

Ayobode Mayokun Akinbuluma; Ukamaka Evelyn Akuche PhD; Word Count

doi:10.56201/ijelcs.vol.10.no3.2025.pg69.75

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The Efficacy of Plausible Distracters in the Development of Multiple-Choice Questions

Ayobode Mayokun Akinbuluma, Ukamaka Evelyn Akuche PhD, Word Count

Abstract

In assessment, multiple-choice questions (MCQs) are frequently employed to measure students' ability and covers a wide range of topics. Central to the effectiveness of MCQs is the plausibility of the distractors. This paper examined the need for plausible distractors in MCQs, while drawing on logical reasoning and empirical evidence from educational research. Plausible distractors are essential for determining students' level of understanding, encouraging deeper connections with the subject matter, and developing critical thinking skills. Furthermore, plausible distractors improve the validity and reliability of MCQs by discriminating between different levels of understanding and providing valuable diagnostic feedback. Despite concerns about potential disadvantages to some group of examinees, the logical reasoning supporting the inclusion of plausible distractors outweighs these drawbacks. In general, plausible distractors are crucial elements of high-quality assessments, contributing to the creation of fair, reliable, and informative measures of student learning. The study therefore recommended among others that educators should always integrate plausible distractors into assessment design and instructional practices effectively; and test developers should ensure that all distractors are plausible.

Keywords

educatormultiple choice questionsplausible distractors

References

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The Efficacy of Plausible Distracters in the Development of Multiple-Choice Questions

Abstract

Keywords

References

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