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Three Options Are Optimal for Multiple‐Choice Items: A Meta‐Analysis of 80 Years of Research
15 references·16 citing·32 second hop
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References

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Cited by

  • 2017Developing, Analyzing, and Using Distractors for Multiple-Choice Tests in Education: A Comprehensive Review

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220 cited
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  • 2008Web-based quiz-game-like formative assessment: Development and evaluation162 cited
  • 2010Assessing knowledge of mathematical equivalence: A construct-modeling approach.160 cited
  • 2014Dilemas na construção de escalas Tipo Likert: o número de itens e a disposição influenciam nos resultados?145 cited
  • 2009A meta-analysis of test format effects on reading and listening test performance: Focus on multiple-choice and open-ended formats124 cited
  • 2013English language learning through viewing television: An investigation of comprehension, incidental vocabulary acquisition, lexical coverage, attitudes, and captions118 cited
  • 2014Guide To Developing High-Quality, Reliable, and Valid Multiple-Choice Assessments113 cited
  • 2006New Guidelines for Developing Multiple-Choice Items94 cited
  • 2012A Framework for Improving the Quality of Multiple-Choice Assessments80 cited
  • 2017Assessment of representational competence in kinematics79 cited
  • 2019Group Work Assessment: Assessing Social Skills at Group Level78 cited
  • 2011The emergence of a learning progression in middle school chemistry77 cited
  • 2019Multiple-true-false questions reveal more thoroughly the complexity of student thinking than multiple-choice questions: a Bayesian item response model comparison72 cited
  • 2012Getting at Student Understanding - the Key to Teachers’ Use of Test Data64 cited
  • 2020The effect of response order on candidate viewing behaviour and item difficulty in a multiple-choice listening test59 cited