Three, four, and none of the above options in multiple-choice items

Year 2017, Volume: 6 Issue: 4, 143 - 157, 10.10.2017

Erkan Atalmış , Neal Kingston

https://doi.org/10.19128/turje.333687

Cited By: 3

Abstract

High-quality
multiple-choice (MC) items are essential for creating efficient, valid
assessments. Haladyna, Downing, and Rodriguez (2002) suggested that using
plausible distractors is crucial to achieving this goal, although distractor
creation can be time-consuming and challenging. Haladyna et al. (2002) provided
two related test development guidelines: #18, “Write as many plausible
distractors as you can,” and #25, “Use carefully None of the above.”
This research aims to test the impact of these two guidelines on item
difficulty (p), item discrimination (r), and test reliability for mathematics
items empirically. The research findings have revealed that item discrimination
and test reliability were not statistically different across MC items with four
options, three options, and NOTA options while the
means of item difficulty of four-option MC items was not statistically
different from those of three-option and NOTA-option MC items. However, the
mean of item difficulty of NOTA-option MC items was statistically lower than
those of three-option.

Keywords

assessment, item-writing guidelines, multiple-choice items, number of options, none of the above

Çoktan seçmeli sorularda üç, dört ve hiçbiri seçenekleri

Abstract

Etkili ve geçerli
değerlendirmeler yapabilmek için yüksek kaliteli çoktan seçmeli sorular
(maddeler) oluşturmak gereklidir. Bu amaç doğrultusunda Haladyna, Downing, and
Rodriguez (2002) çoktan seçmeli madde oluşturma sürecinde uygun çeldiricilerin
kullanılmasının önemli olduğunu vurgulamaktadırlar. Ancak bu çeldirilerin
oluşturulması zaman alıcı ve zahmetli bir süreçtir. Bu bağlamda Haladyna ve
diğerleri (2002) test geliştirme ile ilişkili olan "Olabildiği kadar uygun ve mantıklı çeldiricileri yazınız" ve
"Hiçbiri seçeneğini dikkatli kullanınız"
ilkelerini rapor etmektedirler. Bu araştırmanın amacı bu iki ilke kullanımının
matematik sorularınn zorluk derecesine, ayırt edicilik derecesine ve test
güvenirliğine etkisini test etmektir. Araştırma sonucunda, madde ayırt edicilik
derecesi ve test güvenirliği dört seçenekli, üç seçenekli, ve “hiçbiri”
seçeneğine sahip maddeler arasında istatistiksel olarak anlamlı bir farklılık
göstermediği bulunmuştur. Benzer şekilde, dört seçenekli maddelerin madde
zorluk dereceleri, üç seçenekli ve “hiçbiri” seçeneğine sahip maddelerin madde
zorluk derecelerinden istatistiksel olarak anlamlı bir farklılık göstermediği
bulunurken, “hiçbiri” seçeneğine sahip maddelerin madde zorluk dereceleri üç
seçenekli maddelerin madde zorluk derecelerinden istatistiksel olarak düşük
olduğu elde edilmiştir.

Keywords

Değerlendirme, soru-yazma teknikleri, çoktan seçmeli sorular, seçenek sayısı, yukarıdakilerden hiçbiri

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