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Three Options Are Optimal for Multiple‐Choice Items: A Meta‐Analysis of 80 Years of Research
Author(s) -
Rodriguez Michael C.
Publication year - 2005
Publication title -
educational measurement: issues and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.158
H-Index - 52
eISSN - 1745-3992
pISSN - 0731-1745
DOI - 10.1111/j.1745-3992.2005.00006.x
Subject(s) - multiple choice , quality (philosophy) , test (biology) , psychology , empirical research , meta analysis , item bank , item analysis , computer science , actuarial science , applied psychology , item response theory , psychometrics , statistics , clinical psychology , medicine , mathematics , economics , significant difference , paleontology , philosophy , epistemology , biology
Multiple‐choice items are a mainstay of achievement testing. The need to adequately cover the content domain to certify achievement proficiency by producing meaningful precise scores requires many high‐quality items. More 3‐option items can be administered than 4‐ or 5‐option items per testing time while improving content coverage, without detrimental effects on psychometric quality of test scores. Researchers have endorsed 3‐option items for over 80 years with empirical evidence—the results of which have been synthesized in an effort to unify this endorsement and encourage its adoption.