The Use of Three-Option Multiple Choice Items for Classroom Assessment

Yıl 2018, , 314 - 324, 19.05.2018

Erkan Hasan Atalmış

https://doi.org/10.21449/ijate.421167

Öz

Although multiple-choice items (MCIs) are widely used for classroom assessment, designing MCIs with sufficient number of plausible distracters is very challenging for teachers. In this regard, previous empirical studies reveal that using three-option MCIs provides various advantages when compared to four-option MCIs due to less preparation and administration time. This study examines how different elimination methods; namely, the least selected and the random methods, influence item difficulty, item discrimination and test reliability on decreasing the number of options in MCIs from four to three. The research findings have revealed that the concerning methods did not affect item difficulty, item discrimination, and test reliability negatively. Results are discussed in relation to promoting quality classroom assessment.

Anahtar Kelimeler

Classroom Assessment, Item-Writing Guidelines, Number of Options, Multiple-Choice Items, Test Quality

The Use of Three-Option Multiple Choice Items for Classroom Assessment

Öz

Although multiple-choice
items (MCIs) are widely used for classroom assessment, designing MCIs with sufficient
number of plausible distracters is very challenging for teachers. In this regard,
previous empirical studies reveal that using three-option MCIs provides various
advantages when compared to four-option MCIs due to less preparation and administration
time. This study examines how different elimination methods; namely, the least selected
and the random methods, influence item difficulty, item discrimination and test
reliability on decreasing the number of options in MCIs from four to three. The
research findings have revealed that the concerning methods did not affect item
difficulty, item discrimination, and test reliability negatively. Results are discussed
in relation to promoting quality classroom assessment.

Anahtar Kelimeler

Classroom Assessment, Item-Writing Guidelines, Number of Options, Multiple-Choice Items, Test Quality

Kaynakça

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