TY - JOUR
T1 - Are Multiple-choice Items Too Fat?
AU - Haladyna, Thomas M.
AU - Rodriguez, Michael C.
AU - Stevens, Craig
PY - 2019/10/2
Y1 - 2019/10/2
N2 - The evidence is mounting regarding the guidance to employ more three-option multiple-choice items. From theoretical analyses, empirical results, and practical considerations, such items are of equal or higher quality than four- or five-option items, and more items can be administered to improve content coverage. This study looks at 58 tests, including state achievement, college readiness, and credentialing tests. The evidence here supports previous assertions. The article also clarifies distractor functioning criteria and offers a typology of items via distractor functioning.
AB - The evidence is mounting regarding the guidance to employ more three-option multiple-choice items. From theoretical analyses, empirical results, and practical considerations, such items are of equal or higher quality than four- or five-option items, and more items can be administered to improve content coverage. This study looks at 58 tests, including state achievement, college readiness, and credentialing tests. The evidence here supports previous assertions. The article also clarifies distractor functioning criteria and offers a typology of items via distractor functioning.
UR - http://www.scopus.com/inward/record.url?scp=85073879975&partnerID=8YFLogxK
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U2 - 10.1080/08957347.2019.1660348
DO - 10.1080/08957347.2019.1660348
M3 - Article
AN - SCOPUS:85073879975
SN - 0895-7347
VL - 32
SP - 350
EP - 364
JO - Applied Measurement in Education
JF - Applied Measurement in Education
IS - 4
ER -