13 Jun 2025
1:00pm-2:00pm

In-person at Knowledge Hub, Yu Chun Keung Medical Library, 21 Sassoon Road

Designing effective multiple-choice tests is essential for assessment of, for, and as learning. Flawed questions plagued by clang association, window dressing, ambiguity, or grammatical clues risk misrepresenting student understanding. This interactive workshop equips educators with the fundamentals of crafting high-quality MCQs that accurately measure learning outcomes. Participants will begin by exploring the anatomy of multiple-choice questions—designing purposeful stems (applying the hand-cover test principle, where the stem must present a complete problem without relying on answer options), unambiguous keys, and plausible distractors that diagnose misconceptions rather than guessing patterns. Through analysis of common pitfalls, such as leading phrasing, context-dependent flaws, or violations of the hand-cover principle, attendees will learn to construct questions that challenge critical thinking and align with learning objectives.

Bring Your Questions for Collaborative Refinement

A core focus of this workshop is bridging theory and practice: Participants are encouraged to bring newly developed MCQs for real-time feedback. In small groups, educators will critique and refine questions using evidence-based strategies, such as eliminating biased language and optimizing distractor efficacy. Facilitators will demonstrate iterative revision techniques—for example, restructuring stems that fail the hand-cover test or replacing "window dressing" distractors with options reflecting authentic learner errors.

By the workshop’s conclusion, attendees will leave equipped to audit existing questions, design new ones prioritizing clarity and rigor, and leverage peer insights to iteratively enhance test quality. Timely for educators addressing the call for robust MBBS IV summative exam questions, this session empowers teachers to create assessments that drive meaningful learning while avoiding pitfalls that undermine effectiveness.

Prof Fraide Ganotice, BIMHSE

Prof Julie Chen, FMPC & BIMHSE

Poster