Multiple choice question (MCQ) tests offer valuable benefits in formative assessment and promoting active and self-directed learning among students, improving their learning performance and perception of the learning experience. However, critics argue that MCQ tests primarily assess lower-order cognition and question their suitability for higher education. Nevertheless, with skillful question drafting, MCQ tests can be designed to assess higher-order cognition, requiring time and subjective judgment. It is essential to determine whether assessors choose MCQ tests for convenience or educational reasons in summative assessment. When appropriate, effective integration of MCQ tests into assessment design is crucial. MCQs involve selecting the best answer from a list and automatic generation of MCQs is a developing area in NLP research. Crafting MCQs poses a challenge in creating relevant distractors that are not synonymous with the key answer, ensuring their quality.