Three Options Are Optimal for Multiple‐Choice Items: A Meta‐Analysis of 80 Years of Research
By Michael C. Rodriguez. 2005
400 citations recorded by the source corpus.
Subfields: Education, Management Science and Operations Research
View Paper: https://www.semanticscholar.org/paper/e1cff68417de45798a5a3c343d9cdb6f5ec726a2
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Bethany Rittle-Johnson
- Kennedy Quaigrain
- Yo In’nami
- Mark J. Gierl
- Qi Guo
- Xinxin Zhang
- Roger Taylor
- Katherine McEldoon
In Management Science and Operations Research
- Kennedy Quaigrain
- Bethany Rittle-Johnson
- Yo In’nami
- Mark J. Gierl
- Qi Guo
- Xinxin Zhang
- Roger Taylor
- Katherine McEldoon
Citations in the corpus
- A meta-analysis of test format effects on reading and listening test performance: Focus on multiple-choice and open-ended formats (2009, background): “Since moderator variables were often highly correlated (VIFs [variance inflation factor] ranged from 2.04 to 50.00 [mean = 21.84, SD = 19.75]), multiple regression could not be conducted.”
- Developing, Analyzing, and Using Distractors for Multiple-Choice Tests in Education: A Comprehensive Review (2017, methodology): “In a comprehensive meta-analysis on multiple-choice testing, Rodriguez (2005) concluded that the use of three response options instead of four or five can help content specialists strengthen several aspects of their validity-related arguments for the multiple-choice item type.”
- Assessing Knowledge of Mathematical Equivalence: A Construct-Modeling Approach. (2011, background): “Item discrimination scores are an indicator of how well each item discriminates between the top and bottom performers on the assessment and are calculated by finding the difference in percent correct on each item for the top 27% and bottom 27% of students in terms of total score (Rodriguez, 2005).”
- The Faculty Perspective on Universal Design for Learning (2008, neutral): “At the postsecondary level, student assessment usually takes the form of timed exams delivered in class (Ofiesh, Rojas, & Ward, 2006), often using a multiple-choice format (Rodriguez, 2005).”
- Using reliability and item analysis to evaluate a teacher-developed test in educational measurement and evaluation (2017, background): “Rodriguez (2005) says that numbers of NFDs also affect the discriminative power of an item.”