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According to Hughes (1989), “[good] multiple choice items are notoriously difficult to write.” When multiple choice items are not well-written, the quality of the assessment suffers and the results may not accurately reflect the knowledge of the learners. In this case, stakeholders at all levels do not receive precise depictions of learner progress at the micro or macrolevels. However, there are simple formulas that language instructors and test designers can use to improve the quality of test items they have written. In this workshop, participants will learn how to conduct basic item analyses to ensure the quality of the objective test items they have created.