multiple choice

USAGE SUMMARY

"multiple choice" is a correct and usable phrase in written English.
You can use it to describe a type of question or test that has several possible answers, but only one correct answer. For example: "The students had to complete a multiple choice exam in order to pass the class."

✓ Grammatically correct

News & Media

Academia

Science

Wiki

Human-verified examples from authoritative sources

Exact Expressions

46 human-written examples

Multiple choice?

The New York Times

Let's play multiple choice".

The New Yorker

"Multiple choice, right?

The New York Times

It wasn't multiple choice".

The New York Times

It's not multiple choice.

The Washington Post

***** III: Democratic Multiple Choice: 1.

The New York Times

Human-verified similar examples from authoritative sources

Similar Expressions

14 human-written examples

Multiple-choice math.

The New Yorker

Professor Becker particularly dislikes multiple-choice questions.

The New York Times

THIS is a multiple-choice quiz.

The New York Times - Sports

The menu is a multiple-choice test.

The New Yorker

Avoid courses that use "multiple-choice" assignments.

Yale University

Expert writing Tips

Best practice

In educational contexts, use "multiple choice" to describe the assessment method clearly, emphasizing whether it measures recall, application, or analysis skills.

Common error

Ensure that each "multiple choice" question has only one clear and correct answer. Ambiguous questions can lead to frustration and inaccurate assessment of knowledge.

Linguistic Context

The phrase "multiple choice" functions primarily as a noun adjunct, modifying another noun (e.g., "question", "test", "exam") to describe a specific type of assessment. Ludwig shows examples in academia, news, and general contexts.

Expression frequency: Very common

Frequent in

News & Media

35%

Academia

28%

Wiki

18%

Less common in

Science

12%

Formal & Business

4%

Reference

3%

Ludwig's WRAP-UP

In summary, the phrase "multiple choice" is a grammatically sound and commonly used term, primarily functioning as a noun adjunct to describe a specific assessment format. Ludwig AI confirms its widespread use across various contexts, including news, academia, science, and general knowledge. Given its consistent usage and the high quality of sources employing it, writers can confidently use "multiple choice" to accurately describe this type of assessment. To ensure clarity, specify the question type when writing about tests or assessments to prepare the test-taker and avoid ambiguity in the question design.

More alternative expressions

Phrases that express similar concepts, ordered by semantic similarity:

Selected response questions

Highlights the act of selecting an answer, using a more formal tone.

Forced choice questions

Highlights the requirement to choose from given options.

Structured choice assessment

Focuses on a systematical, predetermined assessment method.

Objective assessment

Focuses on the format being objective rather than subjective.

Close-ended questions

Emphasizes the finite set of possible responses.

Fixed response format

Emphasizes the fixed nature of the answer options.

A, B, C, or D questions

Refers directly to the most common format.

Predefined answer options

Focuses on the pre-existing nature of the answers.

Standardized test format

Broadens the scope to the overall test structure.

Test with answer keys

Emphasizes the existence of pre-determined correct answers.

FAQs

How can I effectively prepare for a "multiple choice" exam?

Effective preparation involves understanding the material thoroughly, practicing with sample questions, and using process of elimination strategies to narrow down choices. Identifying keywords and understanding question stems can also be beneficial.

What are the advantages of using "multiple choice" questions in assessments?

"Multiple choice" questions are efficient for assessing a broad range of content, are easily graded, and can provide objective measurements of knowledge. They also allow for standardized testing across large groups.

What are some limitations of "multiple choice" assessments?

"Multiple choice" assessments primarily test recognition rather than recall, can be susceptible to guessing, and may not effectively assess higher-order thinking skills such as analysis, synthesis, and evaluation. Alternative question formats, such as essays, may better assess these skills.

What is a good alternative to assessing higher-order thinking other than "multiple choice"?

Consider using essay questions or problem-solving tasks to assess higher-order thinking skills. These allow for a more in-depth evaluation of students' abilities to analyze, synthesize, and apply knowledge. Also, consider an "open-ended question" format.