An alternative to multiple-choice (MC) testing is suggested as it pertains to the field of radiologic technology education. General principles for writing MC questions are given and contrasted with a new type of MC question, the alternate-choice (AC) question, in which the answer choices are embedded in the question in a short form that resembles real speech and the way in which material is taught. In a small study of the use of these questions, 10 students in a radiographic techniques course took a quiz in half MC and half AC formats. The quiz covered the initial lecture topic of radiographic density. Higher validity was found for the MC questions, which could be considered more difficult and better predictors of learning. Results do not support the value of AC questions, but it is suggested that radiologic technology educators can use a similar method to study the usefulness of AC questions. Three tables present the checklist for evaluating MC items and study findings. (SLD)