The definition, nature, limitations, and strengths of multiple-choice test items are reviewed; and recommendations on the development and use of such items are presented. Many teacher-made multiple-choice tests can be significantly improved. Suggestions for layout organization and an interpretive approach to relationships among items on one test are provided. It is concluded that multiple-choice items permit the testing of higher levels of student learning, which are appropriate to college-level students but often are not tested by teacher-made tests (including essay as well as selected response tests). The increased use of interpretive exercises in college-level tests is advocated. A list of standard text books that provide detailed suggestions for design of multiple-choice items is appended. (TJH)