A common feature of many assessment plans is the use of multiple-choice questions. Although there are criticisms of multiple-choice questions, this assessment format is here to stay--multiple-choice questions are effective means of evaluation in large classes, central to many licensing and entry exams, used in most adaptive learning platforms, and useful measurements of learning over time. Accordingly, it is important to support faculty in improving the quality of this question type. By improving multiple-choice questions, instructors will learn more about gaps in student understanding that can guide improvements in pedagogy. In this column, the author shares some simple ways faculty can improve the quality of multiple-choice questions by increasing the extent to which they measure learning that takes place in a specific course and decreasing the extent to which they measure prior learning such as reading ability, test-taking skills, or reasoning skills.