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Item Statistics Derived from Three-Option Versions of Multiple-Choice Questions Are Usually as Robust as Four-or Five-Option Versions: Implications for Exam Design
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Loudon, Catherine; Macias-Muñoz, Aide – Advances in Physiology Education, 2018
Different versions of multiple-choice exams were administered to an undergraduate class in human physiology as part of normal testing in the classroom. The goal was to evaluate whether the number of options (possible answers) per question influenced the effectiveness of this assessment. Three exams (each with three versions) were given to each of…
Descriptors: Multiple Choice Tests, Test Construction, Test Items, Science Tests