This digest describes some basics of the construction of multiple-choice tests. As a rule, the test maker should strive for test item stems (introductory questions or incomplete statements at the beginning of each item that are followed by the options) that are clear and parsimonious, answers that are unequivocal and chosen by the students who do best on the test, and distractors that are plausible competitors for the item as evidenced by the frequency with which they are chosen. It is very important that items be developed over time in light of the evidence that can be obtained from the statistical output of a measurement services office and from expert editorial review. Planning the general test outline is followed by writing item stems that identify the point to be tested and state the question in clear terms that do not lead to stereotyped answers. Negatives in the stem and irrelevant clues should be avoided. Writing the answer options calls for the same attention to clarity. Some specifics for option design and placement are provided. (Contains 4 references.) (SLD)