Multiple-choice questions (MCQs) continue to be relied upon for the efficient assessment of students' learning in higher education. However, the use of MCQs has not been without criticism. Poor design of MCQs, testing only lower-level learning outcomes such as information recall, and encouraging students to focus on these rote and reproductive approaches to learning are among the criticisms. Each of these criticisms can be mitigated with close attention to the function, purpose, and design of MCQs in the curriculum. This Guide focusses on addressing these issues and helping to make the use of MCQs in assessment of learning more valid, reliable, and productive. The first part of the Guide addresses issues of role and function. The authors discuss the outcomes of research and scholarship into these aspects in relation to assessment for student learning. The second part of the Guide describes the major forms and structures of MCQs and discusses their advantages and disadvantages, with a focus on the design of MCQs for the assessment of student learning. The Guide contains a short section on Do's and Don'ts of using MCQs.