Multiple-choice questions (MCQs) have long been used as an objective method of assessing student learning, although in many cases they were used only to measure recall. Through the use of the Bloom’s Cognitive Taxonomy, it is possible to craft MCQs that target higher levels of thinking. This workshop will help instructors understand the strengths and limitations MCQs, be able to create questions that address the higher levels of Bloom’s Taxonomy, and align MCQs with course learning outcomes. Examples of effective and ineffective MCQs, the various steps in writing MCQs, and a template for constructing effective MCOs will be discussed. Time will also be provided to write and critique MCQs.