SZodixStudyAcademic Library
ShelvesOpen access
Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated
Further Evidence Favoring Three-Option Items in Multiple-Choice Tests
9 references·3 citing·38 second hop
Further Evidence Favoring Three-Option Items in Multiple-Choice Tests (1998)Further Evidence Favoring Three-Option It…Test-Wiseness: Its Nature and Application (1996)Test-Wiseness: Its Nature and…Developing and validating multiple-choice test items (1995)Developing and validating mul…Determining the Optimal Number of Alternatives to a Multiple-Choice Test Item: An Information Theoretic Perspective (1995)Determining the Optimal Numbe…Further Investigation of Nonfunctioning Options in Multiple-Choice Test Items (1994)Further Investigation of Nonf…Use of an Inclusive Option and the Optimal Number of Options for Multiple-Choice Items (1993)Use of an Inclusive Option an…How Many Options is Enough for a Multiple-Choice Test Item? (1993)How Many Options is Enough fo…The Effects of the Number of Options per Item and Student Ability on Test Validity and Reliability (1991)The Effects of the Number of …A Taxonomy of Multiple-Choice Item-Writing Rules (1989)A Taxonomy of Multiple-Choice…OPTIMAL NUMBER OF CHOICES PER ITEM— A COMPARISON OF FOUR APPROACHES* (1977)OPTIMAL NUMBER OF CHOICES PER…Multiple-Choice-Prüfungen an Hochschulen? (2015)Multiple-Choice-Prüfungen an …The effects of the number of options on the psychometric characteristics of multiple choice items (2011)The effects of the number of …A comparison of three- and four-option English tests for university entrance selection purposes in Japan (2005)A comparison of three- and fo…Essentials of Educational Measurement (1980)Educational measurement, 3rd ed. (1989)Reconsidering the Measurement of Political Knowledge (1999)Asked and Answered: Knowledge Levels When We Will Not Take “Don't Know” for an Answer (2001)English language learning through viewing television: An investigation of comprehension, incidental vocabulary acquisition, lexical coverage, attitudes, and captions (2013)Educational measurement. (2015)On the optimal number of alternatives at a choice point (1964)Validity of a Taxonomy of Multiple-Choice Item-Writing Rules (1989)Annual Meeting of the American Educational Research Association (2000)Multiple choice questions not considered harmful (2005)The optimal number of options for multiple-choice questions on high-stakes tests: application of a revised index for detecting nonfunctional distractors (2018)Analysis of Difficulty Index, Discrimination Index and Distractor Efficiency of Multiple Choice Questions of Speech Sounds of English (2021)Is There an Optimal Number of Alternatives for Likert Scale Items? Study I: Reliability and Validity (1971)Three-Point Likert Scales Are Good Enough (1971)The Optimal Number of Response Alternatives for a Scale: A Review (1980)Statistical Theories of Mental Test Scores (1969)The optimal number of alternatives at a choice point with travel time considered (1976)Assessment of Knowledge with Written Test Forms (2002)The differences among three-, four-, and five-option-item formats in the context of a high-stakes English-language listening test (2012)When Children and Adults Do Not Use Learning Strategies: Toward a Theory of Settings (1990)MULTIPLE‐CHOICE AND CONSTRUCTED RESPONSE TESTS OF ABILITY: RACE‐BASED SUBGROUP PERFORMANCE DIFFERENCES ON ALTERNATIVE PAPER‐AND‐PENCIL TEST FORMATS (2002)Use of tree-based regression in the analyses of L2 reading test items (2010)Practices and Commitments of Test-centric Literacy Instruction: Lessons From a Testing Transition (2015)Metacognition, Motivation, and Understanding (2026)A K-Sample Significance Test for Independent Alpha Coefficients (1976)More Evidence in Favor of Three-Option Multiple-Choice Tests (1993)Measurement and evaluation in teaching (1965)Multiple‐Choice Tests and Student Understanding: What Is the Connection? (2004)Applications of Item Response Theory To Practical Testing Problems (2012)Defining Authentic Classroom Assessment (2020)Educational and Psychological Measurement (1962)The “None of the Above” Option in Multiple-Choice Testing: An Experimental Study (2013)Rating scale analysis (1982)Measurement and Assessment in Teaching (1994)A Review of Multiple-Choice Item-Writing Guidelines for Classroom Assessment (2002)Psychometric models of student conceptions in science: Reconciling qualitative studies and distractor-driven assessment instruments (1998)Design, format, validity and reliability of multiple choice questions for use in nursing research and education (2005)New learning elements of a science of education (2008)
this work references cited by second hop

References

  • 1995Developing and validating multiple-choice test items533 cited
  • 1989A Taxonomy of Multiple-Choice Item-Writing Rules285 cited
  • 1993How Many Options is Enough for a Multiple-Choice Test Item?191 cited
  • 1977OPTIMAL NUMBER OF CHOICES PER ITEM— A COMPARISON OF FOUR APPROACHES*72 cited
  • 1994Further Investigation of Nonfunctioning Options in Multiple-Choice Test Items60 cited
  • 1995Determining the Optimal Number of Alternatives to a Multiple-Choice Test Item: An Information Theoretic Perspective53 cited
  • 1996Test-Wiseness: Its Nature and Application51 cited
  • 1993Use of an Inclusive Option and the Optimal Number of Options for Multiple-Choice Items46 cited
  • 1991The Effects of the Number of Options per Item and Student Ability on Test Validity and Reliability45 cited

Cited by

  • 2005A comparison of three- and four-option English tests for university entrance selection purposes in Japan40 cited
  • 2015Multiple-Choice-Prüfungen an Hochschulen?35 cited
  • 2011The effects of the number of options on the psychometric characteristics of multiple choice items27 cited

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work