The phrase "multiple choices allowed" is grammatically correct and commonly used in written English.
It is often used in the context of exams or surveys where the respondent is allowed to choose more than one option in their answer. Example: "Please select all that apply - multiple choices allowed." This could be used in the instructions for a multiple choice question on a test or a survey. Another example: "The restaurant offers a build-your-own salad option with multiple choices allowed for toppings." This could be used on a menu to indicate that customers can choose more than one topping for their salad.
Subjects were asked to report whether they were employed, retired, studying or unemployed, with multiple choices allowed.
The participants who selected the last three categories were further asked "When you eat spicy foods, what are the main sources of spices usually used?" (multiple choices allowed fresh chilli pepper, dried chilli pepper, chilli sauce, chilli oil, and other or don't know).
Multiple choices were allowed if necessary.
Because some graphoelements might have more than one type of discharge pattern within a recording, multiple choices are allowed here.
However, since responses were tabulated in real-time, the multiple choice options allowed us to most efficiently analyze the data for the present study.
GESearch provided a comprehensive meaning for finding coexpression genes set of interest, and its multiple choices of searching models allowed rapid identification, regardless of dependent variables.
These questions were framed as dichotomous questions (yes/no) or multiple choice questions that allowed multiple answers.
The multiple-choice questionnaire allows women to check off descriptive statements ranging from "stinks, has body odor, bad breath and doesn't care" to "He has the perfect balance of humility and confidence". TrueDater.com is among the sites geared to online daters of both sexes and the untruths they tell behind the Internet's wall of virtual anonymity.
However, the use of student misconceptions as distracters in multiple-choice questions allows for a more complete assessment of student conceptual knowledge (Anderson et al. 2002; Tanner and Allen 2005; Settlage and Odom 1995).
The use of misconceptions as distractors in the multiple-choice questions allow for more complete assessment of student conceptual knowledge (Anderson et al. 2002); based on their answer selections, students who used the tutorial showed a decrease in selection of misconceptions from pre to post-test (Fig. 3).
The 15-multiple choice questionnaire allows scoring subjects according to HUI2 and HUI3.
