Abstract

This paper outlines the importance of distractors in the construction and multiple-choice questions (MCQs) in EFL educational assessment. Distractors are integral to understanding student comprehension and differentiating among varying degrees of mastery. The purpose is to examine the impact of constructive distractors on educational objectives, effectiveness, and the assessment reliability and validity of multiple-choice questions. The study proposes the 5Ps typology of distractors, identifying five distinct types of distractors—plausible, peripheral, polyconceptual, prejudicial, and pragmatic—and demonstrates the diverse types of distractors that can be utilized to tackle specific conceptual and linguistic hurdles of the respondents. The use of different types of distractors in various assessment contexts is evidenced by the examples. These reinforce the assertion that distractors can enhance the assessment and learning function of MCQs. This seeks to enhance the equity, efficiency and educational quality of MCQs in assessment.

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