Distractors for Multiple‐Choice Questions in the New Generations of L2 Assessment

Multiple‐choice questions (MCQs) remain popular in second language (L2) assessment, with distractors also serving as effective tools for diagnosing learners' misconceptions. This entry examines how to take advantage of distractor design in the two new assessment frameworks: cognitive diagnostic assessment (CDA) and dynamic assessment (DA). More significantly, it explores the role of generative AI (GenAI) in enhancing distractor quality. Key principles in the GenAI context are also discussed alongside psychometric perspectives. Pedagogical implications emphasize diagnostic feedback, teacher assessment literacy, and AI integration, proposing a learner‐centered approach to L2 assessment.